仁愛版英語八年級(jí)上冊(cè)Unit2Topic3SectionB教學(xué)設(shè)計(jì)

Unit2KeepingHealthyTopic3Mustweexercisetopreventtheflu?SectionB教課方案[Materialanalysis]本節(jié)課為單元第二課時(shí)。主要活動(dòng)為

SectionB

的1a,3a和

3b。本課

1a經(jīng)過Kangkang給他的爸爸電話留言這件事，表現(xiàn)了醫(yī)生的繁忙和重要性。3a的語音學(xué)習(xí)，讓學(xué)生領(lǐng)會(huì)一些輔音字母組合的發(fā)音規(guī)則。3b的學(xué)習(xí)持續(xù)穩(wěn)固學(xué)生對(duì)清輔音的不完整爆破的掌握，同時(shí)要修業(yè)生能掌握句子內(nèi)部的連讀現(xiàn)象。[Teachingaims]Knowledgeaims：能依據(jù)讀音寫出規(guī)則的輔音字母組合；學(xué)生要模擬并掌握句子中的不完整爆破和連讀現(xiàn)象。能正確運(yùn)用反身代詞進(jìn)行聽、說、讀、寫的學(xué)習(xí)活動(dòng)。能正確寫出電話留言。Skillaims：能正確朗誦語言資料里的單詞和句子。能聽懂相關(guān)電話留言的對(duì)話或文章。3.能正確地運(yùn)用神態(tài)動(dòng)詞must,mustn’t和反身代詞themselves,myself,yourself,himself。能讀懂相關(guān)流感等平時(shí)小病以及含有醫(yī)生建議的文章。能運(yùn)用神態(tài)動(dòng)詞、反身代詞聯(lián)合本課動(dòng)詞短語，將對(duì)話和留言自如變換。Emotionalaims：經(jīng)過對(duì)話學(xué)習(xí)，認(rèn)識(shí)醫(yī)生的繁忙，要學(xué)會(huì)理解醫(yī)生。提示自己要保持健康。[Thekeypointsanddifficultpoints]Keypoints：反身代詞的運(yùn)用：themselves,myself,yourself,himself,givehimthemessagemyself,finishitbymyself,theyhaveproblemsthemselves。Difficultpoints：1.tellsb.(not)todo短語的正確使用。2.語音中的連讀和爆破的正確掌握。[Learningstrategies]經(jīng)過學(xué)生講電話和電話留言的互相變換學(xué)習(xí)，培育學(xué)生的信息變換能力。[Teachingaids]Computermultimediaprojector,chalk,blackboard,apieceofnewsofadoctor’sbeingkilledfromtheInternetorfromnewspaper,phoneticcards.Everydaysaying:Happinessliesfirstofallinhealth.幸福第一在于健康。[Teachingprocedures]StepInteractionTeacheractivityStudentactivitypattern1.Thewhole1.Focustheirattentionontheteacher.1.Greetstudentsreadyforlearning.classwork2.Readthesayingaloud.2.Showeverydaysayingforthe2.Thewholestudents.(onesayingaweek)classwork3.Studentsperformtheconversationin3.Groupworkgroups,inwhichoneisdoctor,andthe3.Teacherorganizesaperformanceotherfivearepatients.Howtopreventtochoosethebestdoctor.4.Thewholetheflu?Themoreproblemstosolve,4.Teacherasksaquestion:Areclassworkthebetter.doctorsimportantornotinour4.Studentsaresuretoanswerthatdoctorslife?Introduction5.Thewholeareveryimportantinourlife.5.Teacherreadsthenewsfrom（10minutes）classwork5.Studentslistenorread.newspaperorshowsonthescreen,whichisinChinese.6.Studentsthinkaboutthequestion:Isit6.Teacherletsthestudentsdiscuss,6.Thewholerighttokillthedoctor?Theyshouldleadingthestudentstounderstandclassworkunderstandthattheyshouldlovedoctorsthedoctorsandrespectthem.andlovethemselvesaswell.ThewholeclassworkStudentsunderstandbylookingatthemessagein1b.

7.Teachershows1bonthescreenandteach“message”.Explain“l(fā)eaveamessage”and“giveamessage”tomakestudentsunderstand.classworkforlistening.2.Thewhole2.Studentslistenandfinish1b.classwork3.Thewhole3.Studentscompletethemessage.classworkPresentation4.Studentsreadwiththerecording,4.Thewhole(7minutes)payingattentiontothepronunciationandclassworkintonation.5.Pairwork5.Studentsmakesuretheycanread1acorrectly.readinpairsonebyone.

Teacherasksthestudentstolookthrough1b.Teacherplaystherecordingof1a.Teacherplaystherecordingof1aagain,pausingattheplacewherethekeymessageappears.Teacherplaystherecordingof1awithoutstopping.Teacherasksthestudentstoread1ainpairs.TeacherdrawslotsfromMemberA,B,C.1.Thewholeclassworkintheirtextbookandmakesomepointsonthescreenforthestudentssentences,forexample:tounderstand.Studentsmake(1)Youshouldn’tspeaktohersoaloud.sentences,using“should/shouldn’t,(2)Heshouldbebusynow.hadbetter(not),must/mustn’t”.(3)MustIringhimupnow?(1)speaktosb.(4)Youhadbetterleavehimamessage.(2)bebusy(5)MustItellhimnottocomeagain?(3)ringsb.up(6)Imustgivethemessagetoher(4)leaveamessagemyself.(5)tellsb.(not)todosth(7)Weshoulddoourhomework(6)givesb.themessageourselves.(7)dosth.(by)oneself2.Thewhole2.Thestudentstranslate,payingattention2to.TeacherasksthestudentstotranslConsolidationclassworkthefunctionof“oneself”.thesentencesintoChinese:(10minutes)(1)speaktosb.Oneself(1)Iwillspeaktohim(by)myself.(2)ringsb.uponeself(2)Sheisringinguphim(by)herself(3)leaveamessageoneself(3)Mymotherleftamessage(by)(4)tellsb.(not)todosthherself.(5)givesb.themessage(4)Youshouldtellhernottobelate(6)enjoyoneself(by)yourself.(5)Michaelgavethemessage(by)himself.(6)Weallenjoyedourselveslastnight.3.Thewhole3.Studentsknowtheemphaticfunction3.Teachersumsupthefunctionofclassworkof“oneself”.“oneself”.1.Thewhole1.Studentsreadthemessagein1canddo1.Teacherasksthestudentstomakeclassworkit.upanewconversationaccordingto2.Thewhole2.Thetwowriteontheblackboard,while1c.classworkotherswriteintheirownexercisebooks.2.Teacheraskstwostudentstowrite3.Thewhole3.Allthestudentsreadtheconversationsontheirconversationsontheclassworktheblackboardinpairs.blackboard.4.Somestudents’4.Volunteersanswerthattheyshouldfillin3.Teachercorrectsifnecessary.workauxiliaryverbsormodalverbs.4.Teacherletsthestudentsto5.Thewhole5.Studentslistenandfinish2a.observe2aandasksthemwhattheyclasswork6.Studentschecktheiranswersto2aandshouldfillin.6.Thewholefinish2b.5.Teacherplaystherecordingof2a.classwork7.Volunteersread2a.6.Teacherplays2aagainsothatthePractice7.Somestudents’8.Eachtime,twostudentsreadtogether.Thestudentsfinish2b.(10minutes)workrightonemaysitdown,whilethewrongone7.Teacherchecksthestudents’8.Somestudents’stands.answers.work9.Studentsreadaftertherecording,trying8to.Teachershowsphoneticcards9.Thewholeimitateit.onebyone.classwork10.Thestudentsread3aindividuallyandthen9.Teacherplaystherecordingof3a.sitdown.10.Teacherasksthestudentswho10.Somestudents’11.MemberAreadsforMemberBandC,arestandingtoread3a.workgroups.3bforMemberBandC,andthen11.Groupwork12.Studentsread3baftertherecordingandMemberBandCreadtoMember12.Thewholetrytoimitate,payingattentiontotheliaisonA..classwork12.Teacherplaystherecordingof3b.1.Thewhole1.Studentssumupwiththeteacher:You1.Teachersumsupthewaystoclassworkshould/shouldn’t/hadbetter/hadbettergivesuggestions:should/shouldn’t;not/must/needtodo/Whydon’tyou?hadbetter/hadbetternot;Whydon’tyou..?Whynot?must/mustn’t;needtodo2.Thewhole2.Studentssummarizewiththeteacher.classwork2.Teachershowsthesummarytothestudents.Production(8minutes)3.Thewholeclassworkandindividualwork

3.Studentsdothejobs:3.Teacherassignshomework:(1)Memorizethephrasesanddialogue(1)Reviewthephrasesand