新科普版八年级英语上册《Topic 1 You should brush your teeth twice a daySection B》优质课教案12.docx
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新科普版八年级英语上册《Topic 1 You should brush your teeth twice a daySection B》优质课教案12.docx
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新科普版八年级英语上册《Topic1YoushouldbrushyourteethtwiceadaySectionB》优质课教案12
Unit2KeepingHealthy
Topic1Youshouldbrushyourteethtwiceaday.
SectionB
教学设计思路:
本节课主要活动为SectionB。
首先教师展示图片,教学新单词terrible,flu等,由1b两个问题导入1a,学生通过对1a泛听完成1b。
接着学生通过精听1a对话完成1c正误判断,然后借助图片和句子完成任务2的排列句子。
最后根据3中例子运用所提供的素材编创自己的对话,让学生熟练掌握所学的有关身体病况以及相应建议的表达法和有用的句型。
Ⅰ.Teachingaims
1.Knowledgeaims:
(1)能正确运用以下短语进行书面表达:
feelterrible,havetheflu,takesomemedicine,haveagoodrest等。
(2)能正确地运用sb.hadbetter(not)dosth.和Whydon’tyou…?
提建议。
2.Skillaims:
(1)能听懂有关日常小病的名称、对病人的关心询问及提建议的话题。
(2)能熟练地运用sbhadbetter(not)dosth.和Whydon’tyou…?
针对日常小病提建议。
(3)能听懂建议性指令并作出适当反应。
3.Emotionalaims:
采用游戏、角色扮演等灵活多样的学习方式,激发学生学习英语的兴趣。
4.Cultureawareness:
Ⅱ.Thekeypointsanddifficultpoints
1.Keypoints:
feelterrible,havetheflu,takesomemedicine,haveagoodrest等短语的理解及运用。
2.Difficultpoints:
理解Howlonghaveyoubeenlikethis?
Ⅲ.Learningstrategies
1.巩固学生根据图片猜单词意思的能力。
2.培养学生借助图片帮助听力理解的能力。
3.更好地学习新单词和短语的方法就是能够用它们来造句。
Ⅳ.Teachingaids
计算机多媒体投影仪,教学新单词的图片。
V.Teachingprocedures
Stage1(3mins):
Gettingstudentsreadyforlearning
Step
Teacheractivity
Studentactivity
Designingpurpose
(Classactivity)
Getstudentsreadyforlearning.
Askthestudentstodesignatopicofhealthandgivetheeverydayreport.
T:
Goodmorning,everybody!
The
firsttwominsisforyoutogivetheeverydayreport.Please!
T:
Goodreport!
Boysandgirls,Iwanttoknowhowmanypiecesofadvicehementioned?
Focustheirattentionontheteacher.
Reportinfrontofthewholeclass.Thetopicisrelatedtohealth.
Ss:
Goodmorning,Miss…
S1:
It’stimeformetododutyreport.Today,Iwanttotalksomethingabouthealth.Everyonewantstobehealthy.Thenhowtokeepingoodhealth?
Inmyopinion,Weshouldtryourbesttodothefollowing:
……
S2:
Three.First,takeexerciseeveryday.Second,eathealthyfood.Andthird,Dowhatwecantorelaxourselves.
该部分的目的在于进行师生间问候和常规活动,吸引学生注意力,以便进行本节课学习。
Remark:
值日生报告后可针对报告内容主动向学生进行提问。
Stage2(6mins):
Revisionandleadingin
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classactivity)
Playagame“Idoyouguess”toreviewthewordslearntlastlesson.
T:
Let’splayagametorelaxourselves.I’llmakeavarietyofunwellactionsandyoupleaseguesswhatkindofdiseaseIgot.
Prepareforguessingwhatkindofdiseasetheteachergotaccordingtohis/heractions.
Ss:
…….
该部分目的在于复习SectionA所学的单词和短语,检查学生的掌握情况。
2(Classwork)
PlaytherecordingofSectionA-3forthestudentstofinishAandBin3.
T:
Youwilllistentothreeshortconversationsaboutphysicaldiscomfort.YouneedtonumberthepicturesinAofSectionA-3first.Areyouready?
T:
Whatistherightorder?
Volunteer?
T:
Pleaselistenagainandwritedowntheadvice,using“should”or“shouldn’t”.
T:
Group3memberscanhaveatrytoreporttheanwers.
T:
Youreallydidagoodjob!
Listencarefullyandfinish3.
Ss:
Yes.
S1:
therightorderis2-1-3.
Listenandwritetheanswersontheirtextbook..
S2:
Youshouldn’treadinthesun.
S3:
Heshouldseeadoctor.
S4:
Youshouldn’teattoomuch.
该部分目的在于让学生重温上节课所学的对于给出他人建议的表达法。
Remark:
学生在听SectionA-3部分之前,教师引导学生观察图片,从而培养学生借助图片帮助听力理解的能力。
Stage3(4mins):
Pre-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classwork)
Introducethenewwordsbyshowingapicturewith“terrible,abadcold,aterriblecold”onit.
T:
lookatthepicture!
What’swrongwithher?
T:
Yes,shehasabadcold,shefeelsterrible.Maybeshehastheflu.“flu”means“abadcold,aterriblecold”.
Followwhattheteachersays,andlearnthenewwords.
Ss:
Shehasacold.”
该部分目的在于进行新的语言输入,引入本节课所要学习的新单词terrible,flu等为接下来的听力活动做准备。
2(Classwork)
Leadto1aandaskstudentstocomplete1b.
T:
SteveandBrucearetalkingaboutillness.Let’slistenandtrytochoosethecorrectanswersin1b.Lookthrough1bfirst.
T:
Whoknowsthemeaningof“suggestion”inthesecondquestion?
T:
Yes.Youareright.Nowyoucanguesstheanswers.
T:
PleaselistentotheconversationbetweenSteveandBruce.Youmaytellmewhetheryouchoosethecorrectanswersafterlistening.
Lookthroughthestatementsin1b,makingsuretheyknowwhattodo.
S1:
“suggestion”isthenounformof“suggest”.
S2:
Maybehehasaheadacheandacoughaccordingtothepicture.
S3:
PerhapsSteveadvisehimtoseeadoctor.
Remark:
教师可通过展示图片和创设语境的方式让学生预测和感知听力活动。
Stage4(12mins):
While-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classwork)
Finish1b
Playthetaperecordingof1aforthestudentstocheckiftheyhaveguessedcorrectly.
T:
Haveyougottherightanswers?
Juststandupandtellus.
Listengenerallyandchecktheprediction.
S1:
Hehasaheadacheandcough.
S2:
Steve’ssuggestionistakingsomemedicine.
该部分目的在于训练学生听音获取具体信息的能力。
2(Individualwork)
Askthestudentstolookthrough1candmakesuretheyunderstand
thestatements.
T:
I’llplaytherecordingforthesecondtimeandstopitwhennecessary.PleasegetreadytomarkTorFforthefourstatementsin1c.
T:
Whichgroupwouldliketoshowtheiranswers?
Ok!
Group2,please!
T:
Doyouagreewiththem?
T:
Welldone!
Lookthrough1candmakesurewhatthestatementsmean.Andthenlistento1aandtrytocomplete1c.
S1:
No.1istrue
S2:
No.2isalsotrue.
S3:
No.3isfalse.Brucerefusedtogotothehospital.
S4:
No.4istrue.
Ss:
Yes.
3(Classwork)
Askthestudentstoreadaftertherecording.
T:
I’llplaytherecordingsentencebysentence.Pleasereadandfollow.Payingattentiontoyourpronunciationandintonation.
Readaftertherecordingsentencebysentence,
Remark:
教师可引导学生推测听力内容,培养学生借助图片及听力任务推测对话大意的能力。
Stage5(10mins):
Post-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Pairwork)
Askthreepairstoactoutthedialogueforthewholeclass.
Actoutthedialoginpairs.
2(Classwork)
Explainthefollowinglanguagepointsforthestudents.
Howlonghaveyoubeenlikethis?
Howareyoufeeling?
Feellikedoingsth.
You’dbettertakesomemedicine.
Feelterrible←→feelwell,bewell
Havetheflu
Takesomemedicine
Takeyoutothehospital
Havearest
Gotoseeadoctor
Underlinethepointsintheirbooks,makingsuretheyunderstandthemeanings.
3(pairwork)
Askthestudentstofinish2.
T:
Boysandgirls,Nikeisilltoo.Doyouwanttoknowwhat’swrongwithhim?
T:
Youwillgotitafterreadingadialoguein2.Butthedialogueisoutoforder.Youcanhelpnumberthesentencesandmakeitanewconversation.Ok?
T:
Whichpairwouldliketoactitout?
Read2silently,andthennumberthesentences.
Ss:
Yes
Ss:
Ok!
S1:
Howareyoufeeling,Nike?
S2:
Notsowell.Idon’tfeellikeeating.
S1:
what’swrong?
S2:
Ihaveaterriblecold.Icoughdayandnight.
S1:
I’msosorrytohearthat.Whydon’tyouhaveagoodrest?
You’dbetternotgotoschooltoday.
S2:
Ok.Thankyou.
该部分旨在让学生理解对话,并掌握一些句型。
4(Pairwork)
Starton3
Showapictureof“candy”.
T:
Candyissweet,andchildrenlikeeatingcandies.Oldpeopledon’tlikecandies,becauseeatingtoomuchcandyisn’thealthyandit’sbadforourteeth.
Showapictureof“brush”.
T:
Brushyourteethafteryoueatcandies.
T:
Let’sworkinpairsandmakenewconversationsliketheexamplein3,andeachgrouphastomakeupfivedifferentconversations.
Explain“liedown”byshowingtwopicturestocompare“stand”and“liedown”whilestudentsmakethedialog.
Asksixpairstoreadtheirconversations,
Trytounderstand“candy”bylookingatthepictureandunderstandingwhattheteachersays.
Trytounderstand“brush”by
lookingatthepictureandunderstandingwhattheteachersays.
Everystudentmakeshis/herowndialog,withthewordsandverbphrasesinthetableof3.
Remark:
教师可让学生利用造句来更好地掌握新单词和短语。
Stage6(5mins):
SummarizingandassigningHMK
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classwork)
Showthesummarytothestudents.
T:
OK.Classwillbeoversoon,Nowlet’ssummarizewhatwehavelearntinthislesson.
T:
Goodjob!
SummarizeSectionBtogetherwiththeteacher.
S1:
Welearnedhowtomakesuggestionswith“hadbetter(not)orshould/shouldn’t
S2:
Welearntsomeusefulphrases.Suchas:
feellikedoingsth;feelterrible;havetheflu;takesomemedicine;havearest;gotoseeadoctor……
2(Classwork)
AssigntheHMK.
Reviewthesummaryafterclass.
T:
afterclass,youneedtomakeasurveyaboutcausesofdiseasesproducedinourdailylife.Whatshouldwedo?
Whatshouldnotbedone?
thenreportaccordingtoyourownformstothewholeclasstomorrow.
T:
Besides,pleasepreviewSectionCafterclass.
Finishthefollowingtasks:
Memorizethesummaryafterclass.
Makeasurveyaboutcausesofdiseasesproducedinourdailylife.Andthenreporttomorrow.
Remark:
在总结本节课所学知识点过程中,教师引导为主,学生自主总结。
VI.Blackboarddesign
第二课时(SectionA-3,SectionB-1a,1b,1c,2,3)
What’swrongwithyou?
/What’sthematter?
I’mfeelingterrible.
feellikedoingsth.
Howlonghaveyoubeenlikethis?
Youhadbettertakesomemedicine.
Youhadbetternotworktoolong.
Whydon’tyouhaveagoodrest?
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