仁爱版八年级上Unit 2 Keeping Healthy Topic 2 I must ask him to give up smoking.Section A教学设计
The main activities are1aand3a. 本课重点活动是1a和3a。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words:
cause, health, tonight, sleepy, medicine, meal, without
2. Learn some knowledge of healthy habits and unhealthy habits:
(1)Staying up late is bad for your health.
(2)—Is going to bed early good or bad for our health?
—It’s good.
3. Get to know that it’s necessary for us to have healthy habits.
Ⅱ. Teaching aids 教具
多媒体课件/小黑板/录音机/幻灯片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:6分钟)
复习Topic 1中有关疾病的话题，导入生活习惯与健康的话题。导入新课。
1. (采用由浅入深的方式，复习Topic 1所学的关于表达疾病及建议的方式。首先以师生问答的形式帮助学生回忆。)
T: Boys and girls, today I’m not feeling well. If I have a toothache, what should I do?
S1: You should go to see a dentist.
T: If I have a headache, what should I do?
S2: You’d better stay in bed and have a good rest.
T: If I have a cold, what should I do?
S3: You’d better go to see a doctor.
…
T: You are very clever!
(板书重点句型。)
If I have a
toothache
headache
cold
…
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You should/shouldn’t … / You’d better (not) … / Why not …?
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(通过问题的进一步深入，引导学生说出更多的建议方式，最后由学生以对话形式表演出以上疾病和建议内容。)
2. (由疾病话题，谈及如何保持健康，再过渡到生活习惯。通过调查几个学生的生活习惯，导入本话题。)
T: When we are ill, we feel terrible. So health is very important. If we have good living
habits, we will be in good health. Do you think so?
Ss: Yeah!
(板书，让学生猜测词义并要求学生掌握。)
T: Now I will make a survey about your living habits. Would you mind answering?
Ss: Of course not.
T: Do you brush your teeth every day?
S4: Yes.
T: Is it a good or bad living habit, boys and girls?
Ss: It’s a good habit.
T: Yes, it’s good for our health. In this lesson, let’s talk more about living habits and discuss which are bad and which are good.
Step 2 Presentation 第二步 呈现(时间:11分钟)
继续调查学生的生活习惯，引出1a中有关表达生活习惯与健康的词汇和短语。培养学生的听说能力。
1. (找同学回答问题。)
T: Do you usually go to bed late?
S1: No, I don’t.
T: Very good. It’s good for your health.
T: S2, what do you usually do before going to bed?
S2: I usually play computer games.
T: Do you always do that very late?
S2: Yes, I do. I like it very much.
T: Do you feel sleepy next day?
S2: Yes, I do.
T: Oh, it’s too bad. I think staying up late caused you to feel sleepy. It is bad for your health.
(解释stay up late这个词组。)
T: When are you going to bed tonight, S2?
(板书要求掌握。)
S2: I’m going to bed at nine tonight.
T: Good. It’s good for your health.
2. (通过图片展示一些生活习惯。然后让学生判断图片上表示的习惯是否有益健康。)
(教师可利用多媒体出示(1)一个学生晨跑的画面。(2)一男孩不洗手就吃饭的画面。(3)一男孩吃饭囫囵吞枣的画面。(4)一男孩抽烟的画面。(5)一个学生早上做早操的画面。如果没有多媒体，教师可以直接表演动作或用出示图片的方式来导入。)
Picture 1 Picture 2 Picture 3 Picture 4 Picture 5
T: Let’s look at the screen. (Show Picture 1) Is it good for your health?
Ss: Yes, it is.
T: (Show Picture 2) Is it good or bad for your health?
Ss: It’s bad.
…
3. (由生活习惯切入到主人公Kangkang的问题上来，设置听力任务。听1a录音。)
T: Today, our friend, Kangkang, looks tired. What’s wrong with him? Now, please listen to the tape and find out the answers.
(教师用多媒体或小黑板出示课前准备好的问题。)
(1)What’s wrong with Kangkang today? Why?
(2)What advice does Jane give Kangkang?
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(核对答案。)
4. (让学生跟读1a，并找出关键词。)
T: Now open your books. Read1aafter the tape and find out the key words in the dialog.
(可让学生举手发言回答问题，也可抢答。教师板书关键词，为学生下一步自由表演做准备。)
(板书)
look tired, headache, soccer game, stay up, late, be bad for …, feel better, tonight
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Step 3 Consolidation 第三步 巩固(时间:8分钟)
完成1b。通过表演，复述等活动，进一步巩固和强化对1a的理解。
1. (可让学生看1b的例子，两人一组完成1b。)
2. (让学生根据板书的关键词，用自己的语言表演1a对话。巩固1a中呈现的重要短语。)
T: Now please practice and act the dialog out in pairs, using the key words on the blackboard.
(教师走到学生中间指导。几分钟后，找两个同学到讲台前来表演。)
…
T: Well done!
3. (在表演的基础上，教师对1a中主人公Kangkang的问题提问，学生回答，进一步强化对1a的理解。)
T: Now let’s talk about the story together. What caused Kangkang’s problem? S1, please.
(必要时，可用汉语解释本句。)
S1: He watched a soccer game on TV last night. He went to bed very late.
T: So he didn’t get enough sleep. What’s Kangkang’s feeling now?
Ss: Kangkang is tired and has a headache.
T: Yes. Because Kangkang didn’t get enough sleep, he is tired and has a headache. Then what’s Jane’s advice for Kangkang, S2?
S2: Jane thinks staying up late is bad for his health. She asks Kangkang to go to bed early tonight.
T: You are very clever. Is Kangkang going to bed early tonight?
Ss: Yes, he is.
T: Very good.
4. (让学生自编对话，巩固1a对话中所呈现的内容。)
T: Next, make a dialog according to1aand the example in 1b.
Step 4 Practice 第四步 练习(时间:10分钟)
通过听、说、读、写等形式的活动，进一步练习和扩展关于生活习惯的词汇及短语，并学习应用选择疑问句来判断生活习惯与健康的关系，引导学生养成良好的生活习惯。完成2,3a, 3b和4。
1. (听关于王俊峰的生活事例的录音，进一步练习关于生活习惯的一些短语，放2录音，完成2。)
T: Next, we’ll learn something about Wang Junfeng. Please look at 2 on Page 33. Go through the phrases in 2. Then listen and check (√). Why did Wang Junfeng get a headache? Should he take some medicine?
(核对答案。)
(板书并要求掌握。)
2. (通过教学3a中关于生活习惯的词汇及短语，让学生通过辨别其中习惯的好坏，养成良好的生活习惯。)
T: Well, we know Wang Junfeng’s habits are not good. So he’s not feeling well and he has a headache. What about yours? Do you wash your hands before meals? S1, please.
S1: Yes, I do.
T: Very good. Washing hands before meals is good for our health. Do you often keep your fingernails long? S2, please.
S2: No, I don’t.
T: Great. Keeping long fingernails is bad for our health. Do you often go to school without breakfast? S3, please.
S3: Yes, I do.
T: Well, that’s too bad. Going to school withoutbreakfast is bad for our health.
(板书并要求学生掌握meal, without；理解fingernail。)
meal, fingernail, without
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T: Now please look at3a. Are these habits good or bad? If they are bad, write good ones on the lines.
(一分钟后核对答案。)
T: Let’s check the answers together. S4, please.
S4: Going to bed early is good.
T: The next one, S5.
S5: Getting up late is bad.
S6: Doing morning exercises is good.
S7: Brushing teeth twice a day is good.
…
(加大难度，两人一组把以上习惯以选择疑问句的问答形式表现出来。)
S8: Is getting up late good or bad for our health?
S9: It’s bad for our health.
…
3. (将全班分成四组，通过小组活动完成3b。)
T: Next, work in groups and list some other living habits. Then discuss whether these living habits are good or bad for our health. After the discussion, one of your group members needs to give a report in the front.
4. (通过活动4，使大家在欢快的氛围中获得知识。)
(1)T: Class activities! Look at the screen again. Let’s chant after the tape.
(录音播放四遍。第一遍慢节奏，每放一句，就展示一个小卡通画面，帮助学生理解句子。第二遍和第三遍按正常节奏播放，让学生跟读。第四遍只放伴奏，让学生们自己来chant，也可以击掌伴奏。)
(2)T: Now let’s play an interesting game: Musical Chair.
(教师解释Musical Chair，并说明游戏规则：将五个凳子放在教室前面，摆成圆形。找六名自愿参加游戏的同学到前面来，围绕凳子站着，然后再找一名学生朗读chant，当朗读开始时，六名学生顺时针围绕凳子慢跑；当朗读结束时，六名同学抢五把凳子，不许用手推人。没有抢到凳子的同学退出，并撤掉一把凳子。游戏继续，直到决出优胜者。)
(教师要把握好时间。)
Step 5 Project 第五步 综合探究活动(时间:10分钟)
通过采访、学唱歌等综合探究活动，增强健康意识。
1. (教师提出问题，让学生以采访的形式收集答案。每次请4~6名学生帮助教师收集答案。)
T: You can walk around our classroom and help me find the answers. What is good for your health?
(两分钟后。)
T: Let me see who can get the most answers. Go!
S1: What’s good for your health?
S2: Doing morning exercises.
S1: What’s good for your health?
S3: Washing hands before meals.
…
S1: What’s good for your health?
Sn: …
(教师须限定时间，答案收集完毕后，请收集答案的学生依次到讲台前作汇报。对于收集答案较多的同学，给予表扬。)
(做另一个采访并收集答案：What’s bad for your health?)
T: Well done! Thank you! Now let’s make another survey. The question is: What is bad for your health? Begin!
S4: What’s bad for your health?
S5: Staying up late.
S4: What’s bad for your health?
S6: Going to school without having breakfast.
…
(必要时教师给予学生指点。)
2. (学习生活常识，深化健康意识。)
T: You all did well today, boys and girls. So I will give you a gift now.
Ss: What?
T: An English song Keeping Fit.
(教师可放幻灯片，也可写在黑板上。)
Keeping Fit Eat well for your breakfast,
Eat right for your lunch,
Eat a little for your supper,
You can always keep fit.
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(这首歌仍然可以采用大家熟悉的生日快乐歌的曲调。这样学生学起来容易。)
T: Let me sing this song for you, OK?
Ss: Yeah!
…
T: Do you like it?
Ss: Yes.
T: OK, this time follow me.
(教师教唱两遍后，学生可以自己唱。)
3. Homework:
写一篇短文介绍你周围人的生活习惯，判断他们的生活习惯对健康是否有益。
板书设计：
I must ask him to give up smoking.
Section A
look tired I’m sorry to hear that.
stay up late Staying up late is bad for your health.
feel sleepy I must have a good rest tonight.
take some medicine Is going to bed early good or bad for our health?
be good for It’s good.
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