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标题: 仁爱八年级Unit 2 Keeping Healthy Topic 1 You should see a dentist. Section D教案 [打印本页]
作者: 网站工作室    时间: 2014-4-4 08:54
标题: 仁爱八年级Unit 2 Keeping Healthy Topic 1 You should see a dentist. Section D教案
仁爱版八年级上册Unit 2 Keeping Healthy

Topic 1 You should see a dentist.

Section D 教学设计

海口市七中  余丽华

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



作者: 网站工作室    时间: 2014-4-4 08:54
Step
Interaction pattern
Student activity
Teacher activity
Introduction
（8 minutes）
1. The whole
class work
2. The whole
class work



3. The whole
class work

4. Group 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. 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 work


2. The whole
class work
3. Some students’
work






4. 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 work

2. Some students’  
work



3. The whole class
work

4. Some students’
work




5. 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 work



































2. 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 work
2. 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 Healthy
Topic 1 You should see a doctor.
Section D
Maria flew … while Michael ….
  “While” here means “at the same time”.         is--was
I am going to try something new.              fly--flew
something new                             do --did
fell down with a cry                         go--went
Are you hurt?                             fall-- fell
run-- ran
Did you hurt yourself?                      hurt--hurt
Are you badly hurt?                        come-- came
My leg really hurts.                         take-- took
                       tell--told
My legs hurt.                              leave--left            
  The X-rays show that it’s not serious.           are--were
You need to rest at home.





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