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标题: 仁爱版八上Unit 2 Keeping Healthy Topic 1 You should see a dentist.Section C 教案 [打印本页]
作者: 网站工作室    时间: 2014-4-4 08:59
标题: 仁爱版八上Unit 2 Keeping Healthy Topic 1 You should see a dentist.Section C 教案
仁爱版八年级上册Unit 2 Keeping Healthy

Topic 1 You should see a dentist.

Section C 教学设计

海口市七中  余丽华

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

作者: 网站工作室    时间: 2014-4-4 09:00
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. The whole
class work



5. The whole
class work


6. 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 work



2. The whole class work

3. The whole class work


4. The whole class
work







5. The group work
and individual
work


6. The whole class
work
7. 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 work


2. Some students’  
work


3. Pair work
and individual
work





4. Group work



5. The whole
class work

6. 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 work





2. Group work

3. The whole
class work
and group
work
4. 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
work



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




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