八年级上册教案设计
Unit
2
Keeping
Healthy
Topic
1
You
should
see
a
dentist.
Section
A
Ⅰ.
Material
analysis
Section
A
是本单元第一课时。
主要活动为Section
A
的1a和2。
第二单元谈论如何保持健康。话题一介绍了感冒、头疼等常见病的名称，出现了疾病名称的词：toothache,
backache,
fever,
cough,
headache,
stomachache等以及相对应的短语：have
a
cold,
have
a
fever,
have
a
cough,
have
a
headache,
have
a
toothache,
have
a
backache,
have
a
stomachache等。通过Kangkang
和Betty的对话，呈现了询问生病情况的对话：What’s
wrong
with
you?
I
have
a
…
等，以及表达关心所提的建议：You
should…
和You
shouldn’t…。本课的语法重点是You
should…
和You
shouldn’t…。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。要求学生能在课后用英语写一篇描述疾病并提出有益健康的提建议的文章。
Ⅱ.
Teaching
aims
Knowledge
aims:
1.
能正确运用以下短语进行书面表达：
have
a
cold,
have
a
fever,
have
a
cough,
have
a
headache,
have
a
toothache,
have
a
backache,
have
a
stomachache等。
2.
能正确地运用should,
shouldn’t
提建议：
You
should
drink
enough
boiled
water.
You
shouldn’t
drink
coffee
or
tea
in
the
evening.
Skill
aims:
1.
能听懂有关日常小病的名称及相关话题。
2.
能熟练地运用should，shouldn’t针对日常小病提建议。
3.
能正确朗读介绍日常小病的对话或文章。
4.
能用should,
shouldn’t
结合本单元短语描述日常生活小病并提出有益的建议。
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，为我们的健康生活创建友爱、和谐的氛围。
Ⅲ.
The
key
points
and
difficult
points
Key
points:
have
a
cold,
have
a
fever,
have
a
cough,
have
a
headache,
have
a
toothache,
have
a
backache,
have
a
stomachache等短语的理解及运用。
Difficult
points:
就日常小病用英语提建议。
Ⅳ.
Learning
strategies
1.
培养学生根据图片猜单词意思的能力。
2.
培养学生模仿已有例句造句的能力。
Ⅴ.
Teaching
aids
Computer
multimedia
projector,
pictures
of
different
illnesses
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
work2.The
whole
class
work3.
Individual
workand
the
whole
class
work4.
Some
students’
work5.
The
whole
class
work
1.
Focus
their
attention
on
the
teacher.2.
Students
sing
together.3.
Monitor
gives
the
report
while
the
others
listen
and
try
to
understand.4.
Volunteers
answer:(1)
He/She
wants
to
be
beautiful;(2)
To
be
strong;(3)
To
be
healthy;5.
Students
follow
what
the
teacher
says,
and
come
into
the
new
topic
unconsciously.
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.
Daily
report.
Teacher
asks
monitor
of
English
to
give
a
report
about
“The
Beijing
Olympics”.
4.
Teacher
asks
a
question
“Why
does
…
like
sports?”5.
The
teacher
leads
to
the
new
topic,
“Yes,
if
we
exercise
every
day,
we
will
be
more
beautiful,
stronger
and
healthier.
If
you
don’t
take
part
in
any
sports
activities,
you
will
be
ill
like
the
children
here.”
Presentation(10
minutes)
1.
The
whole
class
work2.
The
whole
class
work3.
Pair
work4.
The
whole
class
work5.
The
whole
class
work6.
The
whole
class
work7.
The
wholeclass
work
1.
Students
read
the
words
according
to
the
phonetic
symbols
and
guess
the
meanings
according
to
the
pictures.2.
Students
try
to
use
the
verb
phrases
to
ask
and
answer
together.3.
Students
ask
and
answer
in
pairs,
using
“have
a
cough”,
“have
a
headache”,
and
“have
a
toothache”.4.
Students
look
through
1b
and
make
sure
they
know
what
to
do.5.
Students
listen
carefully
and
finish
1b.6.
Students
say
the
answers
together
and
understand
the
meaning
of
“suggestion”
with
the
help
of
the
teacher’s
explanation.7.
Students
finish
1c.
1.
Teacher
presents
some
pictures
about
the
new
words:
fever,
cough,
headache
and
stomachache.
Guide
students
to
learn
the
words
with
the
phonetic
symbols,
showing
the
verb
phrases
under
the
pictures.
2.
Teacher
asks
and
answers
about
“have
a
fever”
as
a
model
for
the
students
to
imitate.A:
What’s
the
matter?B:
He
has
a
fever.3.
Teacher
introduces
“What’s
wrong
with
him/her?”
to
the
students
to
do
pair
work.4.
Teacher
leads
to
1a
for
the
students
to
finish
1b,
saying
“Betty
and
Kangkang
are
talking
about
illness.
Let’s
listen
and
finish
1b.
First,
you
should
look
through
1b
and
make
sure
you
know
what
to
do.”5.
Teacher
plays
1a,
and
then
checks
the
students’
answers.6.
Teacher
checks
the
answers
and
teaches
the
word
“suggestion”
by
pointing
out
its
synonym
“advice”.7.
Teacher
plays
1c
for
the
students.
Consolidation(10
minutes)
1.
The
whole
class
work2.
The
whole
class
work
and
pair
work3.
Group
work4.
The
whole
class
work5.
The
whole
class
work6.
The
whole
class
work7.
The
whole
class
work8.
The
whole
class
work
1.
Students
read
with
the
recording,
imitating
it.2.
Students
ask
and
answer
in
pairs.3.
Students
do
chain
practice
in
groups’
making
sure
everyone
can
say
the
dialogue
correctly.4.
Students
do
chain
practice
in
their
groups
as
quickly
as
they
can.5.
Students
say
the
conclusion
with
the
teacher.6.
Students
look
at
the
pictures
and
know
the
meanings
of
the
new
words,
and
then
pronounce
the
new
words
according
to
the
pictures.7.
Students
catch
the
meaning
while
doing
exercise
2.8.
Students
say
the
answers
together
after
discussion.
1.
Teacher
plays
1a
for
the
students
to
read
without
stopping.2.
Teacher
asks
the
students
to
practice
“What’s
wrong
with
you?
I
have
a…”
in
pairs
according
to
1c.3.
Teacher
asks
the
students
to
ask
and
answer
according
to
1c
in
groups.4.
Teacher
asks
the
six
groups
to
do
chain
practice,
and
the
first
three
groups
will
win
the
game.5.
Teacher
makes
a
conclusion,
“When
we
talk
about
illness,
we
may
use
—What’
s
wrong
with
…?
—…have/has
a…”6.
Teacher
shows
pictures
of
new
words
on
the
screen
“coffee,
tea,
boiled
water
”
with
phonetic
symbols.
7.
Teacher
explains
the
word
“lift”
by
saying
its
synonym
“carry”
and
asks
the
students
to
finish
2.8.
Teacher
checks
the
students’
answers.
Practice(10
minutes)
1.
The
whole
class
work2.
Group
work
and
pair
work3.
Two
students’
work4.
The
whole
class
work
5.
The
whole
class
work6.
Two
students’
work
1.
Students
make
up
new
conversations
and
they
may
discuss
in
groups.2.
Students
prepare
for
the
performance
in
pairs,
and
two
representatives
will
be
chosen
out.3.
The
pair
should
do
their
best
to
perform
well.4.
Students
know
the
meanings
and
the
ways
to
express
suggestions.5.
Students
listen
carefully
and
finish
3.6.
Two
volunteers
write
the
answers
on
the
blackboard.
1.
Teacher
asks
the
students
to
make
up
new
conversations
according
to
1c
and
2.2.
Teacher
asks
the
groups
who
have
lost
the
game
of
practicing
1c
to
practice
their
new
conversations
in
pairs.
Each
group
finishes
one
pair.3.
Teacher
asks
the
best
pair
to
show
the
conversation
to
the
whole
class.4.
Teacher
shows
“You
should/You
shouldn’t…”
on
the
blackboard.5.
Teacher
plays
3
for
the
students
to
finish
A
in
3,
and
then
plays
for
the
second
time
for
the
students
to
finish
B
in
3.
6.
Teacher
checks
the
answers.
Production(8
minutes)
1.
The
whole
class
work
and
individual
work2.
The
wholeclass
work
3.
The
wholeclass
work4.
Individual
work
1.
Each
student
interviews
one
student
and
writes
down
the
dialogue.2.
Students
write
their
interviews
down
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
“What’s
wrong
with
you?”
after
class,
and
thenprepare
for
the
report
in
the
next
class.(3)
Students
learn
to
read
vocabulary
with
the
help
of
recording
and
the
phonetic
symbols,
and
read
the
dialog
after
the
recording.
1.
Teacher
organizes
an
interview
according
to
1c
and
2,
and
students
will
do
it
in
their
own
groups.2.
Teacher
asks
the
students
to
write
down
their
interviews
after
class.3.
Teacher
shows
the
summary
to
the
students.
(1)
Vocabulary(2)
the
structure:
will
do4.
Teacher
assigns
homework:(1)
Review
the
summary
after
class.(2)
Report
their
interviews
to
the
whole
class
tomorrow.
(3)
Prepare
Section
B
after
class.
Teaching
Reflection
It’s
a
little
hard
for
the
students
to
give
proper
suggestions
on
illness.
They
may
search
more
information
about
this
topic
after
class.
Ⅶ.
Blackboard
design
Unit
2
Keeping
HealthyTopic
1
You
should
see
a
dentist.Section
AWhat’s
wrong
with
you?
have
a
fever
/
coughI
have
a
bad
cold.
have
a
headache
/
stomachacheYou
should
see
a
dentist.
drink
enough
waterI
hope
you’ll
get
well
soon.
lift
heavy
things八年级上册教案设计
Unit
2
Keeping
Healthy
Topic
1
You
should
see
a
dentist.
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1d。
本课课文讲述了Michael
因运动不当受伤，同学们积极护送他到医院的故事。巩固了提建议的说法I
think
you
should
see
a
doctor.
又呈现了两种提建议的说法：(1)
You
can
take
him
home.
(2)
You
need
to
rest
at
home
for
a
week.
文章呈现了一些新的短语：play
on
his
skateboard,
try
something
new,
fall
down
with
a
cry,
call
a
taxi,
take
two
pills等。告诫学生要健康运动，不要在运动中伤害了自己，影响自己的健康。课后要求学生复述课文并针对Michael提出适当的建议，写成短文在上Section
D时做每日报告。
Ⅱ.
Teaching
aims
Knowledge
aims：
1.
能正确运用以下短语进行书面表达：hurt
his
leg,
fall
down,
call
a
taxi,
give
some
pills，feel
terrible,
see
a
doctor,
take
sb
to…,
rest
at
home,
feel
better,
look
after
sb等。
2.
能正确地运用过去时描述小的意外事件，并能针对事件写请假条。
Skill
aims：
1.
能读懂有关校园意外事件的文章。
2.
能熟练地运用hurt
his
leg,
fall
down,
call
a
taxi,
give
some
pills,
feel
terrible,
see
a
doctor,
take
sb
to…,
rest
at
home,
feel
better,
look
after
sb等短语描述意外事故，并能
针对事故写请假条。
3．能针对意外事故提出自己的建议，表示自己的关心，能用英语书面表达写出以上内容。
Emotional
aims：
通过学习，告诫学生要健康运动，保护自己的健康。同时要学会关心他人，在意外事故发生时，要积极帮助，及时解决问题。
Ⅲ.
The
key
points
and
difficult
points
Key
points：
用以下短语进行意外事故的描写：
hurt
his
leg,
fall
down,
call
a
taxi,
give
some
pills,
feel
terrible,
see
a
doctor,
take
sb
to…,
rest
at
home,
feel
better,
look
after
sb
Difficult
points：
(1)
while从句的出现：
Maria
flew
her
kite
while
Michael
played
on
his
skateboard.
(2)
need提建议:
You
need
to
rest
at
home
for
a
week.
Ⅳ.
Learning
strategies
培养学生根据时态的需要，在请假条中过去时和一般现在时的交错使用能力。
Ⅴ.
Teaching
aids
Computer
multimedia
projector
Everyday
saying:
A
true
friend
is
known
in
the
day
of
adversity.
疾风知劲草，患难知友情。
Ⅵ.
Teaching
procedures
Step
Interaction
pattern
Student
activity
Teacher
activity
Introduction（8
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
work
1.
Focus
their
attention
on
the
teacher.2.
Students
sing
together.3.
Students
show
their
papers
to
others.
4.
Each
student
reads
his/her
homework
for
the
others
in
their
group,
while
others
correct
the
mistakes.
5.
Students
exchange
their
homework
and
correct
the
mistakes.6.
Students
listen
carefully
and
try
to
catch
what
the
teacher
says.
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.
Ask
the
whole
class
to
show
their
interviews
to
their
partners.
4.
Teacher
asks
the
students
to
read
their
interview
in
groups,
and
each
one
reads
his/her
homework.5.
Teacher
asks
two
students
to
write
their
interviews
on
the
blackboard
and
corrects
as
models.6.
Teacher
asks
the
students
“We
give
some
suggestions
to
our
friends
when
they
are
ill.
How
about
an
accident?
Do
you
think
it
is
enough
to
give
your
suggestions
to
others
when
they
have
an
accident?
What
should
we
do?”
Presentation(12
minutes)
1.
The
whole
class
work2.
The
whole
class
work3.
The
whole
class
work4.
The
whole
class
work5.
The
group
work
and
individual
work6.
The
whole
class
work7.
Some
students’
work
1.
Students
try
to
guess
the
meaning
by
looking
at
the
pictures.2.
Students
guess
the
order
according
to
the
pictures.3.
Students
read
1a
silently,
and
then
they
check
their
pre-reading
work.4.
Students
write
down
the
verb
phrases.
They
may
ask
the
teacher
something
they
don’t
understand.5.
Each
student
describes
one
picture
so
that
the
whole
group
finishes
describing
all
the
pictures.
6.
Students
read
1a
silently
and
finish
1b.7.
Volunteers
read
their
answers
by
reading
the
phrases.
1.
Teacher
shows
some
pictures
to
explain
“fall
down”,
such
as
house’s
falling
down,
bridge’s
falling
down,
etc.2.
Teacher
asks
the
students
to
finish
pre-reading
work
of
1a
.3.
Teacher
lets
the
students
to
read
1a
silently
and
checks
if
they
have
written
the
correct
order.4.
Teacher
asks
the
students
to
read
1a
again
and
write
the
proper
verb
phrases
under
each
picture.
When
they
are
writing,
teacher
explains
“cry”
and
“serious”.
“Cry”
means
“shout
out
with
tears!”.
“Serious”
means
“too
bad
or
too
terrible”.5.
Teacher
asks
the
students
to
describe
the
pictures
by
connecting
the
verb
phrases
together
in
groups.6.
Teacher
asks
the
students
to
finish
1b.7.
Teacher
checks
the
students’
answers.
Consolidation(10
minutes)
1.
The
whole
class
work2.
Some
students’
work3.
Pair
work
and
individual
work4.
Group
work5.
The
whole
class
work6.
Some
students’
work
1.
Students
retell
the
story
according
to
1c,
and
they
may
connect
the
subject
with
the
verb
phrases.2.
Member
A
describes
the
pictures
one
by
one
.3.
Students
say
the
sentences
in
pairs,
and
then
write
their
answers.They
understand
“take
care
of
yourself”
with
the
help
of
the
synonymous
phrase
“look
after
yourself”.4.
A
group
write
their
answers
to
1d
on
the
blackboard,
and
each
one
writes
one
sentence.5.
Students
fill
in
the
blanks
in
3
and
write
a
note
for
leave.6.
Volunteers
read
the
note
for
leave
for
the
whole
class.
1.
Teacher
asks
the
students
to
finish
1c.2.
Teacher
shows
the
pictures
in
the
pre-reading
part
one
by
one
for
the
students
to
describe.3.
Teacher
asks
the
students
to
finish
1d.
Teacher
explains
“take
care
of”
by
introducing
the
synonymous
phrase
“look
after”.4.
Teacher
checks
the
answers.5.
Teacher
asks
the
students
to
finish
3
and
learn
to
write
a
note
for
leave.6.
Teacher
checks
the
students’
answers
while
they
are
reading.
Practice(8
minutes)
1.
Group
work2.
Group
work3.
The
whole
class
work
and
group
work4.
The
whole
class
work
1.
Students
design
a
role-play
to
act
1a
in
a
group.
Six
roles
are
Michael,
Maria,
Kangkang,
Jane,
taxi
driver
and
doctor.2.
Each
group
acts
near
their
seats.3.
Two
volunteer
groups
will
show
their
performance.4.
Students
write
down
their
plays
after
class.
1.
Teacher
organizes
the
students
to
finish
2
by
performing
the
story.
Teacher
offers
three
or
four
minutes
for
students
to
prepare.2.
Teacher
asks
each
group
to
act
the
play
completely.3.
Teacher
asks
two
brave
groups
to
act
in
front
of
the
class.4.
Teacher
asks
the
students
to
write
down
their
plays
after
class.
Production(7
minutes)
1.
The
whole
class
work2.
Individual
work
1.
Students
summarize
Section
C
with
the
teacher
by
doing
exercises
shown
on
the
screen.2.
Students
do
the
following
tasks:(1)
Memorize
the
summary
after
class.(2)
Students
review
Sections
A-C
to
prepare
for
Section
D.
(3)
Students
write
the
passage
after
class.
They
have
to
show
their
homework
to
others
in
the
next
class.(4)
Students
write
a
note
for
leave
by
imitating
3
after
class.
1.
Teacher
shows
the
summary
to
the
students.
(1)
Vocabulary.(2)
the
structure
of
future
tense.2.
Teacher
assigns
homework:(1)
Review
the
summary
after
class.(2)Read
through
Sections
A-C
to
prepare
for
Section
D.(3)
Teacher
asks
the
students
to
write
down
their
role-play
of
1a
after
class
and
prepare
for
the
performance
in
the
next
class.(4)
Teacher
asks
the
students
to
write
a
note
for
leave
by
imitating
3.
Teaching
Reflection
Role-play
is
very
interesting.
Students
are
all
interested
in
it.
Teacher
should
design
more
role-play
activities
for
the
students
later
on.
Ⅶ.
Blackboard
design
Unit
2
Keeping
HealthyTopic
1
You
should
see
a
dentist.Section
C1.
Maria
flew
…
while
Michael
played
…
While/at
the
same
time
is—was2.
I
am
going
to
try
something
new.
fly—flewsomething
new
do—did3.
fall
down
with
a
cry
go—went4.
Are
you
hurt?
fall—fell
Did
you
hurt
yourself?
run—ranAre
you
badly
hurt?
hurt—hurt5.
My
leg
really
hurts.
come—came
My
legs
hurt.
take—took6.
The
X-rays
show
that
it’s
not
serious.
tell—told7.
You
need
to
rest
at
home.
leave—left
are—were八年级上册教案设计
Unit
2
Keeping
Healthy
Topic
1
You
should
see
a
dentist.
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，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
wholeclass
work2.
The
whole
class
work3.
Pair
work
and
individual
work4.
Some
students’
work5.
The
whole
class
work
6.
The
whole
class
work7.
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
“She
has
a
cold.”6.
Students
read
and
feel
the
function
of
“terrible”.
Then
they
guess
the
meaning
of
the
flu.
7.
Students
look
through
the
statements
in
1b,
making
sure
they
know
what
to
do.
1.
Greet
students
ready
for
learning.2.
Sing
a
song
together.
(Clap
your
hands
if
you
are
happy.
)
Teacher
show
the
Chinese
words
on
the
screen.3.
Daily
report.
Teacher
calls
two
pairs
to
report
their
interview
“What’s
wrong
with
you?”.
4.
Teacher
asks
a
question
“What’s
wrong
with
…?
”
to
check
if
others
listen
carefully
and
understand
the
reporter.5.
The
teacher
introduces
the
new
words
by
showing
a
picture
with
“terrible,
a
bad
cold,
a
terrible
cold”
on
it.
Teacher
asks
while
students
answer
together:
“
What’s
wrong
with
her?
”
6.
Teacher
goes
on,
“She
has
a
bad
cold,
she
has
a
terrible
cold.
Maybe
she
has
the
flu.”
While
showing
the
picture
“flu”,
which
means
“a
bad
cold,
a
terrible
cold”.7.
Teacher
leads
to
1a:
“Steve
and
Bruce
are
talking
about
illness.
Let’s
listen
and
finish
1b.”
Presentation(10
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.
The
whole
class
work
1.
Students
understand
“suggestion”
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
“suggestion”
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
recording
without
stopping.
Consolidation(10
minutes)
1.
The
whole
class
work2.
The
whole
class
work
and
pair
work3.
Pair
work4.
The
whole
class
work5.
Group
work6.
Group
work
1.
Students
underline
the
points
in
their
books,
making
sure
they
understand
the
meanings.2.
Students
read
in
pairs.3.
Each
group
chooses
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
writes
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
doctor2.
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
following
one.
Practice(10
minutes)
1.
The
whole
class
work2.
The
whole
class
work3.
Group
work
and
individual
work4.
The
whole
class
work
5.
Pair
work6.
Group
work7.
Pair
work8.
The
wholeclass
work
1.
Students
try
to
understand
“candy”
by
looking
at
the
picture
and
understanding
what
the
teacher
says.2.
Students
try
to
understand
“brush”
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
“lie
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’t
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
“candy”,
saying
“Candy
is
sweet,
and
children
like
eating
candy.
Old
people
don’t
like
candy,
because
eating
too
much
candy
isn’t
healthy
and
it’s
bad
for
our
teeth.”2.
Teacher
shows
a
picture
of
“brush”,
saying
“Brush
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
“lie
down”
by
showing
two
pictures
to
compare
“stand”
and
“lie
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.8.
The
teacher
plays
the
recording
of
4a
and
4b.
Production(8
minutes)
1.
The
whole
class
work
and
individual
work2.
The
whole
class
work
3.
The
wholeclass
work4.
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
“What’s
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
do4.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
class.
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
HealthyTopic
1
You
should
see
a
dentist.Section
BWhat’s
wrong
with
you?
I’m
feeling
terrible
.
How
long
have
you
been
like
this?
You
had
better
take
some
medicine.
You
had
better
not
work
too
long.Why
don’t
you
have
a
good
rest?八年级上册教案设计
Unit
2
Keeping
Healthy
Topic
1
You
should
see
a
dentist.
Section
D
Ⅰ.
Material
analysis
本节课为单元第五课时。
主要活动为Section
D
的1。
本课对话讲述了Michael受伤在家休息，同学们到家看望他的过程。对话巩固了本单元提建议的几种说法：(1)
You’d
better
do
sth.
(2)
Follow
the
doctor’s
advice.
(3)
Don’t
worry.
呈现了一些新的短语：nothing
serious,
stay
in
bed,
worry
about,
follow
the
doctor’s
advice等。对话呈现了同学之间的友爱和关心。课后要求学生写一篇有关日常小病的文章并提出相对应的建议。
Ⅱ.
Teaching
aims
Knowledge
aims：
1.
能正确运用以下短语进行书面表达：nothing
serious,
stay
in
bed,
worry
about,
follow
the
doctor’
s
advice等。
2.
能正确写一篇有关日常小病的文章并提出相对应的建议。
Skill
aims：
1.能读懂Sections
A-C,
完成Section
D的Grammar
和Functions。清楚地知道本单元的语法重点。
2.能熟练地运用nothing
serious,
stay
in
bed,
worry
about,
follow
the
doctor’
s
advice
等短
语，结合本话题其他短语写一篇有关日常小病的文章并提出相对应的建议。
Emotional
aims：
通过对话学习，展现了同学之间友爱之情，教会学生要懂得关心他人、帮助他人、表达并感受人与人之间的美好感情。
Ⅲ.
The
key
points
and
difficult
points
Key
points：
学生能用以下结构提建议：
1.
should/
shouldn’t
2.
had
better/
had
better
not
3.
Please
do
sth./
Please
don’t
do
sth.
Difficult
points：
1.
hurt
在写作中的正确应用。
2.
针对疾病或事故提建议及短语动词的正确运用。
Ⅳ.
Learning
strategies
巩固学生根据时态的需要，培养过去时和一般现在时正确交错使用的能力。
Ⅴ.
Teaching
aids
Computer
multimedia
projector
Everyday
saying:
A
true
friend
is
known
in
the
day
of
adversity.
疾风知劲草，患难知友情。
Ⅵ.
Teaching
procedures
Step
Interaction
pattern
Student
activity
Teacher
activity
Introduction（8
minutes）
1.
The
whole
class
work2.
The
whole
class
work3.
The
whole
class
work4.
Group
work5.
The
whole
class
work6.
The
whole
class
work7.
The
whole
class
work
1.
Focus
their
attention
on
the
teacher.2.
Students
sing
together.3.
Students
act
the
role-play
in
their
own
group.
4.
The
chosen
groups
will
perform
in
front
of
the
class,
and
each
one
tries
to
be
the
best
performer.5.
Students
exchange
their
homework
and
correct
them.6.
Volunteers
answer
like:(1)
My
mother.(2)
My
teacher.(3)
My
friends.7.
Students
listen
and
understand.
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.
Ask
the
whole
class
to
act
their
role-play:
Michael
fell
down.4.
Teacher
cast
lots
to
find
two
groups
to
act
the
role-play
1a
in
Section
C.
The
best
actor
will
be
awarded.5.
Teacher
asks
the
best
performer
to
write
their
role-play
on
the
blackboard
and
corrects
it
as
a
model.6.
Teacher
shows
picture
of
“fruit”
for
the
students
to
read,
asking
“If
you
have
some
fruit,
who
will
you
give
to?
Why?
”7.
Teacher
leads
to
1,
“I
will
/shall
give
the
fruit
to
Michael.
Let’s
see
him
together.
”
Presentation(12
minutes)
1.
The
whole
class
work2.
The
whole
class
work3.
Some
students’
work4.
Some
students’
work
1.
Students
read
1
and
look
for
the
corresponding
sentences
in
the
exercises.2.
Students
read
the
correct
sentences.3.
Volunteers
put
the
words
and
phrases
under
the
right
pictures.4.
Volunteers
will
say
“suggestion”.
1.
Teacher
asks
the
students
to
read
1
and
mark
T
or
F.2.
Teacher
asks
the
students
to
correct
the
wrong
parts.3.
Teacher
lets
the
students
read
1
in
pairs,
and
then
puts
“worry,
worry
about”
under
the
corresponding
pictures.
Three
pictures
indicating
“happy,
angry,
worried”
are
shown
on
the
screen.
4.
Teacher
asks
the
students
to
read
1
again
and
guess
the
meaning
of
“advice”.
Consolidation(10
minutes)
1.
The
whole
class
work2.
Some
students’
work3.
The
whole
class
work4.
Some
students’
work5.
The
whole
class
work
1.
Students
read
1
and
finish
2
by
copying
the
advice
in
1.2.
Three
students
from
different
groups
write
their
answers
on
the
blackboard.3.
Students
read
the
E-mail
after
the
teacher’s
correcting.4.
Three
students
read
Grammar,
while
another
three
students
write
their
answers
to
Functions
on
the
blackboard.5.
Students
correct
their
answers
in
their
own
books.
1.
Teacher
asks
the
students
to
finish
2.2.
Teacher
calls
three
students
to
write
their
answers
on
the
blackboard,
and
call
another
student
to
correct
them.3.
Teacher
corrects
if
necessary.4.
Teacher
asks
the
students
to
read
the
Grammar
and
write
the
Functions
on
the
blackboard.5.
Teacher
corrects
the
answers.
Practice(8
minutes)
1.Group
work2.
The
whole
class
work
1.
Students
make
sentences
orally.
Students
try
to
make
as
many
sentences
as
they
can
to
prepare
for
the
sentence-making.
Each
one
will
have
to
say
one
sentence,
but
they
don’t
know
which
verb
phrase
they
will
use.2.
Students
play
the
game
“Choosing
Dr.
Best”
according
to
the
rules
in
Project.
1.
Teacher
asks
the
students
to
make
sentences,
describing
an
illness
and
giving
some
advice.have
a
cold/
fever/
cough/
headache/toothache/
backache/stomachache,
drink
coffee
or
tea,
drink
enough
boiled
water,
lift
heavy
things,
stay
in
bed
and
have
a
good
sleep,
feel
terrible/better,have
the
flu,take
some
medicine,
have
a
good
rest,lie
down
and
rest,
see
a
dentist,
drink
cold
water,
work
too
long,
eat
too
much
candy,
eat
hot
food,
hurt
his
leg,fall
down,
give
some
pills，take
two
pills,
see
a
doctor,call
a
taxi,take
sb
to…,
rest
at
home,
look
after
sb.Everyone
in
class
has
to
say
one
sentence.
The
order
is
free.
Teacher
will
point
any
one
to
make
any
sentence.2.
Play
the
game
in
Project.
Production(7
minutes)
1.
The
whole
class
work2.
Individual
work
1.
Students
do
exercises
shown
on
the
screen.2.
Students
do
the
following
tasks:(1)
Memorize
the
summary
after
class.
(2)
Students
write
down
“Dr.
Best”
after
class,
preparing
for
the
performance
in
the
next
class.
(3)
Students
preview
the
vocabulary
and
the
dialogue
in
Section
A
in
Topic
2.
1.
Teacher
shows
the
summary
to
the
students.2.
Teacher
assigns
homework:(1)
Review
the
summary
after
class.(2)
Teacher
asks
the
students
to
write
“Dr.
Best”,
introducing
at
least
five
kinds
of
illness
and
giving
the
proper
advice.(3)
Preview
Section
A
in
Topic
2.
Teaching
Reflection
Role-play
is
very
interesting.
Students
are
all
interested
in
it.
Teacher
should
design
more
role-play
activities
for
the
students
later
on.
Ⅶ.
Blackboard
design
Unit
2
Keeping
HealthyTopic
1
You
should
see
a
doctor.Section
DMaria
flew
…
while
Michael
….
“While”
here
means
“at
the
same
time”.
is--wasI
am
going
to
try
something
new.
fly--flewsomething
new
do
--didfell
down
with
a
cry
go--went
Are
you
hurt?
fall--
fellrun--
ranDid
you
hurt
yourself?
hurt--hurtAre
you
badly
hurt?
come--
came
My
leg
really
hurts.
take--
took
tell--toldMy
legs
hurt.
leave--left
The
X-rays
show
that
it’s
not
serious.
are--wereYou
need
to
rest
at
home.
