Unit 2 Keeping Healthy Topic1 Section B教案
仁愛(ài)版八年級(jí)上Unit 2 Keeping Healthy Topic1
You’d better go to see a doctor.Section B 教學(xué)設(shè)計(jì)
The main activities are1aand2a. 本課重點(diǎn)活動(dòng)是1a和2a。
Ⅰ. Teaching aims and demands 教學(xué)目標(biāo)
1. Learn some new words and phrases:
pale, terrible, day and night, feel like doing, lie down, candy, brush, tooth (teeth), Internet, care, take care of
2. Learn some useful sentences:
(1)I’m feeling terrible!
(2)How long have you been like this?
(3)How are you feeling, Nick?
3. Go on learning some modals for giving advice:
(1) You’d better go to see a doctor.
(2) Why don’t you have a good rest?
(3) You should lie down and rest.
(4) You’d better not drink cold water.
(5) You shouldn’t eat too much candy.
4. Get students to know how to take care of themselves and others.
�、�. Teaching aids 教具
卡片/教學(xué)掛圖/錄音機(jī)/小黑板/藥片/水杯
Ⅲ. Five-finger Teaching Plan 五指教學(xué)方案
Step 1Review 第一步復(fù)習(xí)(時(shí)間:5分鐘)
師生互動(dòng)，通過(guò)對(duì)疾病表達(dá)及建議的復(fù)習(xí)，導(dǎo)入新課。
1. (教師出示上節(jié)課的卡片，復(fù)習(xí)保持健康的話題。)
T:Look at this card and let’s make a dialog. You ask, and I answer.
Ss: What’s wrong with you? / What’s the matter with you?
T: I have …
Ss: You should/shouldn’t …
2. (改變?nèi)朔Q(chēng)，復(fù)習(xí)第三人稱(chēng)單數(shù)代詞的用法。)
T: Look at this card, (教師拿著或指著卡片) please use “he”, “she”, “him” or “her” to make a dialog.
Ss: What’s wrong with him? / What’s the matter with him?
T: He has …
Ss: Oh, he should/shouldn’t …
…
T: Well done. In this lesson, let’s learn more about modals for giving advice.
Step 2Presentation 第二步呈現(xiàn)(時(shí)間:15分鐘)
師生對(duì)話，通過(guò)表情及動(dòng)作，呈現(xiàn)1a中部分生詞及功能句，并設(shè)置聽(tīng)力任務(wù)，提高學(xué)生的聽(tīng)力水平。通過(guò)對(duì)1a的學(xué)習(xí)，教育學(xué)生關(guān)心他人，并培養(yǎng)其應(yīng)對(duì)突發(fā)事件提出建議的能力。
1. (老師扮演醫(yī)生，學(xué)生扮演病人。)
T:S1, suppose you are ill. You come to the hospital. I am the doctor. You look pale. What’s the matter?(教師作咳嗽狀以作提示)
S1: I’m feeling terrible. I cough day and night.(教師幫助回答。)
(板書(shū)并要求學(xué)生掌握。)
pale, terrible, day and night
T:I’m sorry to hear that. How long have you been like this?
(板書(shū)并要求學(xué)生掌握。)
been
How long have you been like this?
S1: Three days.
T:Do you feel like eating?
(板書(shū)并要求學(xué)生掌握。)
feel like doing
S1: No, I don’t.
T:I think you have a cold. You’d better drink plenty of boiled water.
S1: Can I go to school today?
T:I think you’d better not go to school. Why not stay in bed and have a rest? My meaning is that you’d better lie down and rest. It’s good for you.
(板書(shū)并要求學(xué)生掌握。)
you’d better (not)
Why not …?
lie down
S1: OK, thank you very much.
T:Not at all.
2. (出示1a圖片，學(xué)生猜測(cè)圖中人物發(fā)生了怎樣的故事。然后用小黑板呈現(xiàn)聽(tīng)力任務(wù)，讓學(xué)生帶著問(wèn)題聽(tīng)1a錄音，并理解生詞hey。)
T: Boys and girls, we have learnt some modals for giving advice. Now let’s look at the picture in1aand guess what happened to Bruce. Then listen to1aand answer the questions.
(1)What’s the matter with Bruce?
(2)What should he do?
(3)What does the word“hey”mean?
(板書(shū)并要求理解。)
hey
(核對(duì)答案。)
3. (再放1a錄音，讓學(xué)生跟讀并找出關(guān)鍵詞及短語(yǔ)，整體呈現(xiàn)1a。)
T: Now, listen to1aagain and repeat. Pay attention to the pronunciation and intonation.
Ss: …
T: Please read the dialog loudly by yourselves, and find out the key words and phrases.
(板書(shū)重點(diǎn)短語(yǔ)并要求掌握。)
look pale, feel terrible, have a headache and a cough, had better, take … to …
4. (讓學(xué)生分角色朗讀，并嘗試記下關(guān)鍵詞，為表演作準(zhǔn)備。)
Step 3Consolidation 第三步鞏固(時(shí)間:10分鐘)
通過(guò)對(duì)疾病和建議等相關(guān)知識(shí)的`表達(dá)，培養(yǎng)學(xué)生運(yùn)用語(yǔ)言和處理信息的能力。
1. (教師為學(xué)生準(zhǔn)備道具，設(shè)置情景，讓學(xué)生根據(jù)關(guān)鍵詞表演對(duì)話，完成1b。)
T: Practice the dialog with your partner according to the key words and phrases, then act it out.
(教師把事先準(zhǔn)備好的藥片、水杯等放在講臺(tái)上，讓學(xué)生做類(lèi)似對(duì)話。)
Ss: …
2. (讓學(xué)生獨(dú)立完成1c。)
T: Well done! Boys and girls, now please number the sentences by yourselves, then make a conversation.
(學(xué)生做1c的同時(shí)，教師板書(shū)1c中的重點(diǎn)句型及短語(yǔ)。)
How are you feeling?
Why don’t you …? = Why not …?
day and night
You’d better (not) do …
(核對(duì)答案，并要求學(xué)生朗讀句子。)
3. (讓學(xué)生用板書(shū)的句子及短語(yǔ)編對(duì)話，掌握重點(diǎn)知識(shí)。)
T: Please make a dialog according to the phrases and sentences on the blackboard. Then act it out.
4. (做游戲，把全班分成兩組，A組選出一名學(xué)生表演病狀，B組猜出其病情并提出一項(xiàng)建議。兩組交替角色。猜對(duì)病情加1分，給出建議加2分，最后評(píng)出獲勝組，并給予鼓勵(lì)或小小的獎(jiǎng)勵(lì)。)
(GA) S1: (不停地咳嗽。)
(GB) Ss: You have a bad cold. You’d better have a good rest.
(GB) S2: (表演牙疼。)
(GA) Ss: You have a toothache. You should see a dentist.
…
T: Please stop here! Let me see. Oh, Group A is better. Congratulations! Group B, can you sing an English song for Group A?
GB: OK.
(如果時(shí)間允許，可采用生日快樂(lè)歌的曲調(diào)唱Good morning/afternoon to you! 每唱完一句，快速擊掌三下，使課堂氣氛達(dá)到高潮。)
Step 4Practice 第四步練習(xí)(時(shí)間:10分鐘)
通過(guò)教師假裝上課時(shí)出現(xiàn)的意外狀況，引入對(duì)相應(yīng)疾病提出建議的話題，以培養(yǎng)學(xué)生關(guān)心他人及照顧自己的能力。
1. (老師手摸喉嚨，并作很難受的樣子，提示學(xué)生向老師提問(wèn)。)
S1: What’s wrong with you, Miss Liao?
T: I have a sore throat.
(板書(shū)并要求學(xué)生理解。)
throat
S1 : You should/had better take good care of yourself.(幫助學(xué)生回答。)
(板書(shū)并要求學(xué)生掌握。)
care
take care of
T: Thank you. I will. I think I had better lie down and rest after work.
(提示一名同學(xué)作牙疼狀。)
T:What’s wrong with you?
S2: I have a toothache.
T:You had better not eat too much candy.
(板書(shū)并讓學(xué)生掌握。)
candy
2. (根據(jù)2a中所給的例子，兩人一組用方框中的句子練習(xí)對(duì)話。完成2a。)
T: Now, please make new dialogs with your partner according to the example in2a.
(學(xué)生兩人一組快速練習(xí)had better, had better not, should, shouldn’t。然后檢查幾組學(xué)生，教師給予點(diǎn)評(píng)，要求學(xué)生盡可能多地給出建議。)
3. (看2b圖片，完成2b練習(xí)，鞏固had better (not), should (not)的用法。)
T: Now, please look at the pictures of 2b. Fill in the blanks according to the pictures.
(可進(jìn)行搶答，答對(duì)者全班擊掌三下給予鼓勵(lì)。若有條件可用幻燈片出示每幅圖片及內(nèi)容。)
(先讓學(xué)生根據(jù)語(yǔ)境猜測(cè)對(duì)話中生詞的詞義，然后板書(shū)并要求學(xué)生掌握。)
brush, Internet, tooth (teeth)
Step 5Project 第五步綜合探究活動(dòng)(時(shí)間:5分鐘)
讓學(xué)生把所學(xué)知識(shí)用于實(shí)際，體現(xiàn)“學(xué)以致用”原則并培養(yǎng)學(xué)生的語(yǔ)言運(yùn)用能力。
1. (根據(jù)1a和1c對(duì)話內(nèi)容，創(chuàng)設(shè)情景，讓學(xué)生兩人一組進(jìn)行對(duì)話，深入有關(guān)看病的話題。)
T: Suppose you are ill, you go to see a doctor. Make a dialog between you and the doctor. The following expressions can help you.
How are you feeling?
What’s wrong? = What’s the matter?
Not so well. (I’m feeling terrible.)
How long have you been like this?
feel like doing
You’d better (not) …
You should (not) …
Why not …?
Example:
S1: What’s wrong with you, S2?
S2: I’m feeling terrible …
2. (找?guī)捉M學(xué)生進(jìn)行表演，評(píng)出最好的一組給予表?yè)P(yáng)。)
3. Homework:
編五個(gè)對(duì)話，將五種疾病toothache, fever, sore throat, headache, stomachache分別融入話題，用had better …及had better not …, should …及should not …結(jié)構(gòu)寫(xiě)出醫(yī)生的建議。
板書(shū)設(shè)計(jì)：
You’d better go to see a doctor.
Section B
day and night You’d better go to see a doctor.
feel like doing How long have you been like this?
take care of Shall I take you to the hospital?
on the Internet Why don’t you …? = Why not …?
Why don’t you have a good rest?
You’d better not go to school today.
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