仁爱版八年级上册Unit 2 Keeping Healthy Topic1 Section A教案教学反思教学设计

admin

仁爱版八年级上Unit 2 Keeping Healthy Topic1

You’d better go to see a doctor.Section A教学设计

The main activity is1a. 本课重点活动是1a。

Ⅰ.Teaching aims and demands 教学目标

1. Learn some new words and phrases:
toothache, dentist, have a cold, cough, take a rest, fever, flu, headache, at night, coffee, tea, plenty, plenty of, boiled water, lift
2. Learn some useful sentences:
  (1)I have a toothache.
  (2)I’m sorry to hear that.
  (3)I have a bad cold.
3. Learn the modals for giving advice:
  (1)You should see a dentist.
  (2)You shouldn’t drink coffee or tea in the evening.
4. Talk about illnesses.
5. Learn to express sympathy for a patient and give some advice to the patients.

Ⅱ. Teaching aids 教具

图片/录音机/卡片/小黑板

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1  Review 第一步  复习(时间:5分钟)

通过谈论奥运会进入本单元话题，引出本节课的部分单词。
(通过复习上个单元有关运动、奥运会的话题，导入新课。)
T:   Boys and girls, now we know something about the 2008 Beijing Olympics. I want to ask you some questions. What’s the slogan of the 2008 Olympic Games?
Ss: One World, One Dream.
T:   Good! Then what’s the symbol of the Olympic Games?
Ss: The Olympic rings.
T:   What’re the colors of the rings?
Ss: They are blue, yellow, black, green and red.
T:   Do you like sports, S1?
S1: Yes, very much.
T:   What kind of sport do you often do in your free time?
S2: I often play football.
S3: Sometimes I play tabletennis with my classmates.
S4: I skate in winter and swim in summer.
T:   Why do you like sports?(运用肢体语言，启发学生回答。)
S4: Sports can make us strong and healthy.
T:  I think so. Wonderful! Doing sports is a good way to keep healthy. Do you agree with me? (教师面带微笑，亲切地询问。)
Ss: Yes!

Step 2  Presentation 第二步  呈现(时间:15分钟)

通过师生对话及听力活动，呈现1a内容，学习部分生词与短语，培养学生的听说能力。
1. (师生对话，谈论健康话题。)
T:   In this lesson, let’s talk about health.
(板书本单元标题并注意healthy与health关系及区别。)

keeping healthy

T:   How are you feeling today, S1?
S1: I’m fine, thank you, and you?
T:   I’m not very well. I think I have a cold. (说着，老师形象地表现出生病的样子。)
(板书并要求学生掌握。)

have a cold

T:   What should I do? (老师可用动作启发学生。)
Ss: You should go to see a doctor. (帮助学生回答。)
T:   We can also say “You’d better go to see a doctor.”
(板书本话题标题。)

You’d better go to see a doctor.

(板书同义句并要求学生掌握。)

You’d better go to see a doctor. = You should go to see a doctor.

(教师出示图片。)
T: Please look at the picture. What’s wrong with Kangkang? We can also ask “What’s the matter with Kangkang?”
(板书并要求学生掌握。)

What’s wrong with Kangkang? = What’s the matter with Kangkang?

(老师作牙痛状引导学生回答。)
Ss: There is something wrong with his mouth.
T:       Oh. No, I think he has a toothache. (作牙痛状，令学生明白其意思。) What should he do?
Ss: He should see a doctor.
T:       Yes, he should see a dentist.
(板书并要求学生掌握。)

toothache, dentist

(教师引导学生用What’s wrong with you?或What’s the matter with you?句式提问，教师表演并回答。)
Ss:      What’s wrong with you? (教师作咳嗽状。)
T: I have a cough.
Ss:      What’s the matter with you? (教师作头疼状。)
T: I have a headache.
(板书并要求学生掌握。)

cough, headache

Ss: What’s wrong with you?(教师作背痛状。)
T:  I have a backache.
(板书并要求学生理解。)

backache

Ss: What’s wrong with you?(教师出示一张显示某人发烧的图片，并做回答。)
T:  I have a fever.
(板书并要求学生掌握。)

fever

Ss: What’s the matter with you?(教师作流鼻涕状。)
T:  I have the flu.
(板书并要求学生掌握。)

flu

Ss: What’s wrong with you?(教师作胃痛状。)
T:  I have a stomachache.
(板书并要求学生理解。)

stomachache

Ss: What should you do?(作休息状。)
T:  I should take a rest.
(板书并要求学生掌握。)

take a rest

2. (要求学生出示教师事先准备好的图片，分组来表演，以巩固上面的内容。)
3. (让学生听1a录音，并回答问题)
T: There’s something wrong withKangkang. What is it? Please listen to the dialog in1a, then answer the following questions:

(1) What’s wrong withKangkang? (2) What should he do?

(核对答案。)
4. (让学生跟读录音并标出关键词。)
5. (让学生分角色朗读，完成1a。)

Step 3  Consolidation 第三步  巩固(时间:8分钟)

通过比赛，营造活跃的课堂气氛，激发学生学习英语的兴趣，培养学生的语言运用能力。
1. (两人一组操练对话，完成1b。)
  T: Please practice the dialog in 1b in pairs and then act it out.
2. (教师出示卡片，模仿1a编对话，完成1c。以巩固关于疾病的表达及所给予的建议。)
T:  Let’s play a game. OK? The game is “Who is the best doctor?” I’ll ask two students to make a dialog like1a. Suppose one is a doctor, the other one is a patient.
S1:      What’s wrong with you?
S2:      I have sore eyes.
S1:      You should not read too long.
…
(教师出示卡片叫学生模仿)



(板书卡片中出现的生词与短语，并要求学生掌握；了解sore和boiled water。)

sore, plenty, plenty of, boil, boiled water, lift, at night, coffee, tea

Step 4  Practice 第四步  练习(时间:12分钟)

通过小组活动，激发学生的兴趣，培养学生的合作精神。
1. (营造活跃的课堂气氛，激发学生学习兴趣。)
T: I’m pleased with your dialogs, and I’m sure you can do it better.
(教师把事先准备好的卡片粘贴在小黑板上，便于开展活动。)
T: Now ask and answer according to these cards. Please use “What’s wrong/the matter with …?” “He/She has …”  “He/She should/shouldn’t …”

the flu have a good rest

toothache not eat too much sweets

a cough see a doctor

a cold take a rest

T: Now please practice in pairs.
(学生完成练习后，教师分别找几组同学表演。)
2. (完成2。)
  T: Finish2 inpairs, then act the dialogs out.
3. (播放3录音，完成3。)
T: Now please listen to the conversations in 3 and number the following pictures by yourselves. Then write down the advice. Pay attention to should/shouldn’t.
(核对答案。)

Step 5  Project 第五步  综合探究活动(时间:5分钟)

鼓励学生在实践活动中学习英语知识，激发学生学习英语的兴趣。
1. (根据所给例子编写对话，提高口语表达能力。)
  T: Please make a dialog like the example, then act it out.
Example:
S1: Ouch! (手摸脸，假装疼痛的样子。)
S2: What’s wrong with you?
S1: I have a toothache.
S2: Oh, you should see a dentist.
S1: Good idea. Thank you.
S3: Ouch! (手摸后背。)
S4: Do you have a backache?
S3: Yes!
S4: Oh, you shouldn’t lift heavy things.
…
T: Well done! Thank you.
2. Homework:
根据同学上次所患疾病情况的调查，填写表格。根据表格内容写出完整的句子。教育学生照顾自己，关爱他人。

Name	Illness	Should/Shouldn’t

板书设计：

You’d better go to see a doctor. Section A What’s wrong with …? What’s the matter with …? You should see a dentist. You’d better see a dentist. I’m sorry to hear that. I hope you’ll get well soon. You should/shouldn’t… cold fever toothache cough headache backache have a take a rest have the flu plenty of boiled water