仁爱版精品英语资料（精校版）
八年级上册教案设计 Unit 2 Keeping Healthy
Topic 1 You should brush your teeth twice a day.
Section D
Ⅰ. Material analysis
本课时的主要活动为1。
本课对话讲述了Michael受伤在家休息，同学们到家看望他的过程。对话巩固了本单元提建议的几种说法：(1) You’d better do sth. (2) Follow the doctor’s advice. (3) Don’t worry. 呈现了一些新的短语：nothing serious, stay in bed, worry about, follow the doctor’s advice等。对话呈现了同学之间的友爱和关心。课后要求学生写一篇有关日常小病的文章并提出相对应的建议。 Ⅱ. Teaching aims Knowledge aims：
1. 能正确运用以下短语进行书面表达：nothing serious, stay in bed, worry about, follow the doctor’ s advice等。
2. 能正确写一篇有关日常小病的文章并提出相对应的建议。 Skill aims：
1.能读懂Sections A-C, 完成Section D的Grammar 和Functions。清楚地知道本单元的语法重点。
2.能熟练地运用nothing serious, stay in bed, worry about, follow the doctor’ s advice 等短 语，结合本话题其他短语写一篇有关日常小病的文章并提出相对应的建议。 Emotional aims：
通过对话学习，展现了同学之间友爱之情，教会学生要懂得关心他人、帮助他人、表达并感受人与人之间的美好感情。 Ⅲ. The key points and difficult points Key points：
学生能用以下结构提建议： 1. should/ shouldn’t
2. had better/ had better not
3. Please do sth./ Please don’t do sth. Difficult points：
1. hurt 在写作中的正确应用。
2. 针对疾病或事故提建议及短语动词的正确运用。 Ⅳ. Learning strategies
巩固学生根据时态的需要，培养交错使用过去时和一般现在时的能力。
Ⅴ. Teaching aids
Computer multimedia projector
Everyday saying: A true friend is known in the day of adversity. 疾风知劲草，患难知友情。 Ⅵ. Teaching procedures
Step Interaction pattern Student activity 1. Focus their attention on the teacher. 2. Students sing together. 3. Students act the role-play in their own group. 4. The chosen groups will perform in front of the class, and each one tries to be the best performer. 5. Students exchange their homework and correct them. 6. Volunteers answer like: (1) My mother. (2) My teacher. (3) My friends. 7. Students listen and understand. Teacher activity 1. Get students ready for learning. 2. Sing a song together. (Clap your hands if you are happy.) Teacher shows the Chinese words on the screen. 3. Ask the whole class to act their role-play: Michael fell down. 4. Teacher cast lots to find two groups to act the role-play 1a in Section C. The best actor will be awarded. 5. Teacher asks the best performer to write their role-play on the blackboard and corrects it as a model. 6. Teacher shows picture of “fruit” for the students to read, asking “If you have some fruit, who will you give to? Why? ” 7. Teacher leads to 1, “I will /shall give the fruit to Michael. Let’s see him together. ” 1. The whole class work 2. The whole class work 3. The whole class work 4. Group work Introduction （8 minutes） 5. The whole class work 6. The whole class work 7. The whole class work Presentation (12 minutes) 1. The whole class work 2. The whole class work 3. Some students’ work 4. Some students’ work 1. Students read 1 and look for the corresponding sentences in the exercises. 2. Students read the correct sentences. 3. Volunteers put the words and phrases under the right pictures. 4. Volunteers will say “suggestion”. 1. Teacher asks the students to read 1 and mark T or F. 2. Teacher asks the students to correct the wrong parts. 3. Teacher lets the students read 1 in pairs, and then puts “worry, worry about” under the corresponding pictures. Three pictures indicating “happy, angry, worried” are shown on the screen. 4. Teacher asks the students to read 1 again and guess the meaning of “advice”. 1. Teacher asks the students to finish 2. 2. Teacher calls three students to write their answers on the blackboard, and call another student to correct them. 3. Teacher corrects if necessary. 4. Teacher asks the students to read the Grammar and write the Functions on the blackboard. 5. Teacher corrects the answers. 1. The whole 1. Students read 1 and class work finish 2 by copying the advice in 1. 2. Some students’ 2. Three students from work different groups write their answers on the blackboard. 3. The whole class 3. Students read the E-mail Consolidation work after the teacher’s (10 minutes) correcting. 4. Some students’ 4. Three students read work Grammar, while another three students write their answers to Functions on the blackboard. 5. The whole 5. Students correct their class work answers in their own books. Practice (8 minutes) 1.Group work 2. The whole class work 1. Students make sentences 1. Teacher asks the students orally. Students try to to make sentences, make as many sentences describing an illness and as they can to prepare for giving some advice. the sentence-making. have a cold/ fever/ cough/ Each one will have to say headache/toothache/ one sentence, but they backache/stomachache, don’t know which verb drink coffee or tea, phrase they will use. drink enough boiled water, lift heavy things, stay in bed and have a good sleep, feel terrible/better, have the flu, take some medicine, have a good rest, lie down and rest, see a dentist, drink cold water, work too long, eat too much candy, eat hot food, hurt his leg, fall down, give some pills， take two pills, see a doctor, call a taxi, take sb to…, rest at home, look after sb. Everyone in class has to say one sentence. The order is free. Teacher will point any one to make any sentence. 2. Students play the game 2. Play the game in Project. “Choosing Dr. Best” according to the rules in Project. Production (7 minutes) 1. The whole class work 2. Individual work 1. Students do exercises 1. Teacher shows the shown on the screen. summary to the students. 2. Students do the 2. Teacher assigns homework: following tasks: (1) Memorize the (1) Review the summary summary after after class. class. (2) Students write (2) Teacher asks the down “Dr. Best” students to write “Dr. after class, preparing Best”, introducing at least for the performance five kinds of illness and in the next class. giving the proper advice. (3) Students preview (3) Preview Section A in the vocabulary Topic 2. and the dialogue in Section A in Topic 2. Teaching Reflection Role-play is very interesting. Students are all interested in it. Teacher should design more role-play activities for the students later on.
Ⅶ. Blackboard design
Unit 2 Keeping Healthy Topic 1 You should brush your teeth twice a day. Section D Maria flew … while Michael …. “While” here means “at the same time”. is--was I am going to try something new. fly--flew something new do --did fell down with a cry go--went Are you hurt? fall-- fell run-- ran Did you hurt yourself? hurt--hurt Are you badly hurt? come-- came My leg really hurts. take-- took tell--told My legs hurt. leave--left The X-rays show that it’s not serious. are--were You need to rest at home.
