2022年仁愛版英語八上《Unit2KeepingHealthy》word教案

1、名師精編 優(yōu)秀教案Unit 2 Keeping HealthyTopic 1 How are you feeling today. Section A Teaching aims and demands: Teaching procedure: Step 1 Review Greeting to each other. The teacher and students ask each other some questions. chain questions For example: Teacher: How are you. Student 1: Fine, thank you, and

2、you.to Student 2 Student 2: Im fine, too. to Student 3: How about you. Student 3: Im fine, thanks, and you.to Student 4Student 4: Im very well. to Student 5: How do you feel today.Student 5: I feel very well. Teacher: Why. Student 5: Because its a fine day today.Step 2 Presentation 1.After the quest

3、ions. The teacher summarizes the feelings: We feel very happy. But how does Betty feel, do you know. Then the teacher shows a picture of Betty, and helps students answer. Play the recorder, and let students find the answers according to the listening:1a 2.Show some more pictures,or reading passage 2

4、, then ask and answer: ？At last, the teacher writes the key words on the blackboard and explain the new words Step 3 Consolidation 名師精編 優(yōu)秀教案The teacher acts as if he has a headache. Let students guess: Whats the matter with me.You have a headache. Ask the students for some advice: If I have a ., wha

5、t should I do. Then finish the exercises in 3a. Step 4 Practice 1. Make a conversation in pairs.Finish 1b and 3b. For example: One student acts as if he has a toothache,another student ask him some questions. Let them make dialogs. 2. Finish 4. Play the tape recorder.Let students find the correct pi

6、cture and check the answer. Then play again. Let the students follow the reading Step 5 Project The teacher gives the students some notes which have the phrases on them: have a headache, have a stomachache, have a toothache and so on. Let the students who gets the note act as if he has a headache. L

7、et the other students guess and give a quick answer. Then give some advice on it. Section B Teaching aims and demands: Teaching procedure: Step 1 Review Show the pictures in last period. Let students give a quick answer. 名師精編 優(yōu)秀教案chain questions Teacher: Student 1:He has a toothache. Teacher: What s

8、hould he do. Student 2:He should see a dentist. Change to another picture and go on with the question. Step 2 Presentation 1. After showing the pictures in last period. Show a new picture, which shows the conversation between Bruce and Mr.Lee. or let the students have a look at 1. Ask these question

9、s: How does Bruce look. How does Bruce feel. Help students answer: Bruce looks pale. 2. Play the tape recorder. Let students complete the dialog according to the listening: Mr.Lee: Hey, Bruce. You pale. What . Bruce: Well. I have a and a . Mr.Lee: Im to hear that. you have the . Bruce: DWOh, I m ter

10、rible. Mr.Lee:You d better go to see a . Shall I you the . Bruce: No, thank you. Isome medicine and see how it . Then let the students open their books, read the dialog in 1 and check their answers. The teacher explain the new words and language points: pale, maybe, terrible, medicine You look pale.

11、 Shall I . . see how it goes. Step 3 Consolidation Let students finish 2. Make a competition. Lets see who is the first to finish the dialog, then listen and check the answer. 名師精編 優(yōu)秀教案Make sure that the students can read the dialog correctly. Then act it out. Step 4 Practice 1. Do 3. First Match th

12、e sentences. Then make up a dialog in pairs. 2. Do 4. Listen and fill in the blanks. Then listen again and check the answers. Step 5 Project Suppose Xiao Qiang has something wrong when he is at school.Students may have different ideas about the illnesses. Xiao Qiang talks to Mr.Wang at Mr.Wangs offi

13、ce. Make up a dialog between Xiao Qiang and Mr.Wang. Finish the dialog during 3 to 5 minutes. And then perform in front of the class. Section C Teaching aims and demands: information. Teaching procedure: Step 1 Review Greeting each other. Play the guessing game. The teacher act out different illness

14、es. Let students guess what it is. Ask and answer: Whats wrong with me. You have a headache/a stomachache. What should I do. You should . Youd b etter . Step 2 名師精編優(yōu)秀教案Presentation The teacher act as if his leg hurts. Then tell students: My leg hurts. Explain the new word “ hurt ” and ask: What happ

15、ened to me. Guess. Then lead into: I had an accident, and I hurt my leg. Someone had an accident, too. Please listen to the story. Play the tape recorder,then finish 1a and 1b. After listening to the story. Let students describe the pictures according to the tape. Play again, and let students answer

16、 the questions 1b. Then check their answers.Explain the use of “ hurt ”Step 3 Consolidation 1. The teacher asks: What should Michael do. Let the students answer first. Then listen to the dialog 2a. And finish 2b. take some medicine. Michael should stay in bed. eat a lot of fruit and drink plenty of

17、water. move his leg too much. 2. Play the tape again. Let students follow and imitate, then check their answers according to the dialog:1. F 2. F 3. F Step 4 Practice 1. Pair work: Suppose one is a doctor, the other is a patient. Make up a dialog and act it out. 2. Chain story: The teacher may give

18、the beginning. Let the students continue with the story one by one. For example: Teacher: Yesterday Xiao Ming played basketball with his friends. 名師精編 優(yōu)秀教案Student A: Suddenly he fell down and hurt his left arm. Student B:. Step 5 Project Have a competition: Divide the class into groups. Each group b

19、egins a story from the first student to the last. One sentence each. At last, let s see which group has the best story in the shortest time. Section D Teaching aims and demands: expressions in Topic 1. skills. 3 Teaching procedure: Step 1 Review Ask some questions about what they learned in the last

20、 period. Who had an accident. What was wrong with him. Who went to call a taxi. s advice to Michael. Who came to visit Michael in hospital. Let students retell these questions. Step 2 Presentation the story of Michael according to 1. The teacher shows a letter and tell: This is a letter from Peter t

21、o Lily. But it s not completed. Let s help Peter to complete this letter. Let students finish 1a then read the passage loudly. Notes: 1 not. until. 名師精編 優(yōu)秀教案2 worry about . 2. The teacher asks some questions about the passage: 2 What was wrong with Peter. 3 How did Peter get sick. 4 How was Peter s

22、sister.While students are answering these questions, the teacher writes some key words on the blackboard. a until had weekend a sore throat toothache Friday football flu sister sick coughed Then let the students retell the story according to the above words. Step 3 Consolidation Do 1b. First give Pe

23、ter some advice orally, then let students write down their answers. Ask some students to read their answers, then help them check the answers. Step 4 Practice blanks. Read 1. Do 3.Put the sentences into the right the dialog in pairs. 2. Divide the class into two groups. Think of some problems about

24、health. Ask each other for help. Give some advice to s will lose. Step 5 Project Work in groups. Four in one group. Each student goes over one section of Topic 1. Summarize the language points. At last, share with each other. 名師精編 優(yōu)秀教案Topic 2 Is it good for your health.Section A Teaching aims and de

25、mands: 1.Learn to talk about the topic of the healthy living habits. 2.Learn to use the gerund as the subject. 3.Go on practicing how to give advice. Teaching procedure: Step 1 Review Show some pictures of Topic 1.Section 1, ask and answer: Student:He has a headache. Student:She has a cold. Teacher:

26、She had betternot. Review like this. Step 2 Presentation trouble with him. Play the tape. Let students answer the questions according to listening. ay up late, health, tonight. Play again. Let students follow and imitate the reading.1a Step 3 Consolidation reading. Check the answer to “ How did Wang

27、 Jun get a headache.”Step 4 Practice Teacher:If I have a headache, what should I do. 名師精編 優(yōu)秀教案Then students ask and answer questions like this. chain questions should have good hadits. Explain “ habit ” , then write down “ habit ” and “ good/bad ” . Students dStudent:I like getting up late. Teacher:

28、Is getting up late good or bad for your health. Students:. Students work in pairs like this, finish 4b: A: Is . good or bad for your health. . Step 5 Project 1. Group work: Four students work in one group. Talk about what are healthy habits, and what are unhealthy habits. Try to use these sentences:

29、4b Is going to bed early good or bad for your health. It s good.Then choose one student to write down the result. And choose a speaker to give a report to the whole class. For example: We think that going to bed early is good for our health. So we should go to bed early every day. Playing sports aft

30、er meals is bad for our health. Section BTeaching aims and demands: 名師精編 優(yōu)秀教案step. Teaching procedure: Step 1 Review Go on with the report on healthy habits. The teacher point out the language points: Doing sth is good/bad for . You should do . Step 2 Presentation 1. The teacher write some habits on

31、 the blackboard. For example: eat breakfast go out for a walk go to bed early and get up early drink plenty of water Then the teacher summarize: These are all healthy habits. But do you know why they can help us keep healthy. 2. Play the tape recorder. Let the students find out the answers according

32、 to listening. 1a First play once, if the students can not find all the answers. Play again. Then write down the key words for the answers on the blackboard: eat breakfastgives . energy . go out for a walk good exercise . necessary. drink plenty of water .good.health. go to bed early and get up earl

33、y . keep.active. daytime. The teacher points out the new words. Make sure that the students can read and understand them exactly. Step 3 Consolidation 1. Let students retell the passage according to the key words on the blackboard. 名師精編 優(yōu)秀教案2. Do 1b, write the vocabularies to finish the sentences. S

34、tep 4 Practice 1. Do 2a. Let students speak the sentences orally:ou must wash hands before meals. You must not read in strong sunlight. 2. Then let students write more sentences by using “ You must .” and “ You must not .” .Step 5 Project 1. Work in groups. Four students work in one group. Finish 2b

35、. Choose one student to write down the result, and another student to give a report to the whole class. 2. The students who has no chance to report should practice more after class and get ready to report in the next period. Section C Teaching aims and demands: 1 Improve studentsablities from listen

36、ing, speaking to reading. e by skimming. Teaching procedure: Step 1 Review 1. Let some students give a report on the project they finished in last period. The teacher points out the important sentences: You must ./You must not. 名師精編 優(yōu)秀教案 2. Let the students think about the causes of the headache. An

37、d try to give some answers. Step 2 Presentation 1. Play the tape recorder 1a. Let students tell “ True” or “ False ” about these sentences: 1A headache is a disease. 2A headache may show that something in your body is wrong. 3We may have more than one headache each week. 4Headaches can often make yo

38、u worried. The teacher can write down these sentences on flash cards before class, or he can read them after playing the tape. 2. Skimming. Let students read the passage quickly and master the main idea. Underline the new words and the teacher explains them. 3. Scanning. Read the passage more carefu

39、lly. Then finish the questions in 1a. Step 3 Consolidation The teacher check the students answers. Then write some key words of the answers on the blackboard. Let the students retell the passage according to the key words. 1not a disease show wrong 2a fever other illnesses 3may get a headache whenwo

40、rk hard Step 4 sick: enough sleep exercise empty Practice Let the students discuss: How does a body become sick. Then do 2a. Let students tell the ways of becoming 1through the nose 2through the mouth 名師精編 優(yōu)秀教案 3through the skin Step 5 Project 1. According to the result of Step 4. Let the students f

41、ind out some ways to stop germs 2b. First speak some sentences orally. Make sure to use “ We should ./should not.” and “ We must./must not.” . 2. After the oral practice, let each of the students write at least 5 sentences about how to stop germs. Section D Teaching aims an demands: ing what are hea

42、lthy habits. listening, speaking, reading and writing skills. Teaching procedure: Step 1 Review 1. Let some students report the project in last period. The teacher point out the language points. 2. The teacher asks the students something about healthy habits. For example: What are healthy habits. Go

43、ing to bed early is good for our health. Doing morning exercises is a healthy habit. Step 2 Presentation 1. After talking about healthy habits. The teacher asks something about healthy foods. Show some picturesand put them on the blackboard, and write the names of the foods. Make sure the students c

44、an read all of them. 名師精編 優(yōu)秀教案2. Let the students divide these foods into groups. finish 1b. 3. Let students tell which are healthy foods and which are unhealthy foods. Step 3 Consolidation 1. Play the tape recorder 1a. Complete the passage according to the listening. As we know, gives us energy. We

45、 must have to keep us . Of course, we must also have the of . We should eat more and and less . A cup of and an a day can help make us . Different help us in different . Too , too or a choice of can make us . 2. Play again. Let the students follow and imitate the reading. Step 4 Practice Let the stu

46、dents do 3 by themselves. Then give a report to the whole class. Step 5 Project 1. Let students go over all the pattern sentences in this topic 2a, 2b. Finish the writing project 3 by using the sentences they have learned in Topic 2. Each student writes at least 5 sentences. Title: How to Keep Healt

47、hy Instruction: Try to use the sentences you have learned in Topic 2 as many as possible. 名師精編 優(yōu)秀教案Topic 3 We should do our best to fight SARS.Section A Teaching aims and demands: Teaching procedure: Step 1 Review Let the students tell good habits and bad habits. Use these sentences: We should do .

48、We must do . We must not do . Step 2 Presentation 1. First the teacher says to the students “ Good habits can help us to keep healthy. But bad habits can cause diseases. In 2022, there was a serious disease called SARS （Severe Acute Respirators Syndrone ” . Then ask them, “ what do you know aboutSAR

49、S.” Ask the students to talk about “ SARS” .listen to the dialog and answer the questions: What do you know about SARS according to the listening. It spreads easily among people. Play again, ask more questions: 名師精編 優(yōu)秀教案What should we do to stop it. Wed better have a balanced diet and take more exer

50、cise.We must not go to the crowded places. Step 3 Consolidation 1. Play the tape recorder, and let students follow the tape and imitate. 2. Do 1b, and finish the questions in pairs. Step 4 Practice 1. Let students think of more good ideas to stop SARS away from us. 2. Do 2, then make up dialogs in p

51、airs. Step 5 Project 1. Make an interview: Four in one group. Suppose one of them is a journalist and the others are doctors. He asks questions, the other three answer. 2. Every student writes at least three sentences about how to fight SARS. Section B Teaching aims and demands: elephone call. Teach

52、ing procedure: 名師精編 優(yōu)秀教案Step 1 Review 1. Let student retell at least three sentences about how to fight SARS. 2. Ask and answer about Kankangs father:Whats Kangkang s father.Where is he now. Step 2 Presentation 1. The teacher lead into: Kangkang misses his father very much. What should he do. The st

53、udents may answer: He should call his father. 2. Listen to the dialog 1a and answer questions: 1Can Kangkang s father answer the phone. Why or why not. 2What is he doing now. 3What does Kangkang tell his father. 4What will Miss Hu do. 3. Play the tape again, and finish 1b. Step 3 Consolidation Let s

54、tudents read 2. Put the sentences in the right order, and make up a new similar dialog. Step 4 Practice 1. Read the telephone messages 1b. Complete the dialog according to the information from the messages. 2. Listen to the tape. Follow and imitate. Step 5 Project Suppose you are calling Xiao Wang.

55、But hes not in. His mum answers the telephone call. You ask her to give him a message. Tell him to go to the zoo with you at 8 30 tomorrow morning. 名師精編 優(yōu)秀教案Let students make up a dialog in pairs, then act it out. Section C Teaching aims and demands: Teaching procedure: Step 1 Review 1. Ask some que

56、stions about SARS: What do you know about SARS. What should we do to stop SARS away from us. 2. Let some students introduce something about s father. KangkangWhat do you know about Kangkangs father.Step 2 Presentation 1. Read the passage 1a, let students tell“ True” or “ False ” .1Kangkangs father w

57、as a patient in Xiaotangshan Hospital.2Kangkangs father could talk with his family on the phone. 3SARS is a kind of serious disease. 2. Read the passage more carefully. Answer the questions 1b. The teacher writes some key words on the 名師精編 優(yōu)秀教案blackboard: doctor SARS serious hospital home talk phone

58、 missed duty save Step 3 Consolidation 1. Using the key words on story in 1a. the blackboard, retell the 2. Rewrite the story with your own words,and finish 1b. Step 4 Practice log and 1. Listening practice: Listen to the diafinish the chart below: How did Names How did they spend their time at home. they think about