八年级英语上册 Unit 2 Keeping Healthy Topic 3 Must we do exercise to prevent the flu P3教案 （新版）仁爱版-（新版）仁爱版初中八年级上册英语教案.doc

Must we exercise to prevent the flu?
教学内容分析及课时分配建议：
本单元以Keeping Healthy 为主题。话题三以如何预防流行性感冒为话题，创设情境帮助学生学习询问建议的表达和运用顺序过渡词层次清晰地发表自己的看法，在此基础上了解如何保持身体健康，怎样预防疾病、怎样正确地进行锻炼等相关知识。Section A部分通过记者采访Dr. Li，学习用first, second, third, finally使语意表达连贯，掌握情态动词must的一般疑问句及其肯定回答和否定回答，并能运用情态动词should, had better和must的正确形式表达建议。Section B部分通过Kangkang给他的爸爸电话留言这件事，体现了医生的忙碌和重要性，并学习打电话，留口信的交际用语及书写电话留言条，同时掌握反身代词的用法。此外还要求了解字母组合cle,ddle,ple,ble,ften,ttle的读音，学习连读、弱读和不完全爆破的语音规则并能正确拼读和辨音。Section C部分通过李医生有关保持健康的报告，让学生清楚日常生活中应该如何保持健康，同时训练学生从短语到句子再到短文的语言输出能力。Section D部分是对本话题的总结和复习，最后通过Project中制作相关话题的英文小报活动对所学内容进行积极应用和自主拓展学习探究。
Topic 3的的内容可以用5个课时来完成。
第一课时：Section A-1a, 1b, 1c, 1d.
第二课时：Section A-3,2, Section B-1a,1b,1c.
第三课时：Section B-2a,2b ,3a,3b.
第四课时：Section C-1a,1b,1c,2,3.
第五课时：Section D-1a,1b,Grammar and Functions, Project.

第三课时（Section B-2a,2b ,3a,3b）
教学设计思路：
本节课主要活动为Section B -2a, 3a,3b.教师首先让学生谈论2a的图片，导入2a，通过对2a的听音，补全对话。然后听第二遍2a，完成2b，理解并总结反身代词的用法。接着教师出示音标卡片，学生跟学3a,3b，了解字母组合cle,ddle,ple,ble,ften,ttle的读音，学习连读、弱读和不完全爆破的语音规则并能正确拼读和辨音，最后对本课所出现的一些语法功能项目进行巩固练习。
Ⅰ. Teaching aims
1. Knowledge aims：
（1）能正确运用反身代词进行听、说、读、写的学习活动。
（2）了解字母组合cle,ddle,ple,ble,ften,ttle的读音并掌握连读、弱读和不完全爆破的读音规则。
2. Skill aims:
(1）能准确朗读对话和句子，注意语音语调。
（2）能正确地运用反身代词themselves, myself, yourself, himself。
（3）能正确模仿连读、弱读和辅音连缀。
3. Emotional aims:
4. Culture awareness:
Ⅱ. The key points and difficult points
1. Key points:
反身代词的运用：themselves, myself, yourself, himself, give him the message myself, finish
it by myself, they have problems themselves
2. Difficult points：
语音中的连读和爆破的准确把握。
Ⅲ. Learning strategies
像him,her这样的词在与其它词连在一起时，h通常是不发音的。
Ⅳ. Teaching aids
计算机多媒体投影仪，音标卡片，单词卡片。
V. Teaching procedures
Stage 1（7mins）：Getting students ready for learning
Step
Teacher activity
Student activity
Designing purpose

1(Group work)
Greet and warm up.
T: Good morning, boys and girls!

T: Before today’s new lesson, I’d like to check your homework. It is about a note of sb’s leave. You can share your messages in groups first. Then select the best one.

Greet and warm up.

Ss: Good morning, Miss…

Each student reads his/her homework for the others in their group, while others correct
the mistakes. Then hand in the most excellent one.
A sample:
Dear Miss---,
I am sorry to trouble you that I catch a cold. I want to ask you for one day’s leave. Yesterday I went out with my friends and caught a rain. Now I feel very bad. I will study in bed and finish my homework.
Yours,
Peter

该部分旨在检查学生的作业完成情况，与学生分享他们的收获。
2(Group work)
Ask the students to make up new dialogues according to the messages which they handed in.
T: Now I’ll offer you four mins to prepare the dialogues according to the message. You can design two situational dialogues. “Calling to ask for leave” or “The head teacher call back after receiving the message”.

T: Which pair would like to have a try?

T: Excellent!
Make up dialogs according to their homework.

S1: Hello, may I speak to Ms. Yang?
S2: Sorry, she is having a class.
S1: Oh, can I leave a message?
S2: Sure, go ahead.
S1: This is Xiaohong, her student. Please tell her I have a bad cough, so I can’t go to school today.
S2: Ok,Xiaohong. I’ll give her the message.
…….

S3:Hello, this is Ms.Yang. May I speak to Xiaohong?
S1:Hello, Ms.Yang , this is Xiaohong.
S3: How are you now, Xiaohong?
S1: Not well, thank you. I have a bad cough and I can’t go to school.
S3: I’m sorry to hear that. You had better go to see a doctor and have a good rest.
S1:Yes, I will. Thank you, Ms.Yang.
S3:I hope you’ll be better soon. Bye.
S1:Thank you . Bye.

该步骤复习所学过的生病症状描述、电话用语、电话留言和提意见的句型。学生根据本组组员的留言条表演对话，复习检测对所学知识的掌握情况，为下一阶段的教学做准备。

Remark：在检查作业时可以采取教师抽查学生、学生互查、小组长检查本组成员的方式，对不同层次的学生进行检查。对于完成情况好的学生，教师要给予积极的评价。
Stage 2（14mins）：Grammar learning

Step
Teacher activity
Student activity
Designing purpose

1( Class work)

Show the picture of 2a and lead in.
T: What can you see in the picture?

T: What are they doing?

T: If you were Mom, what would you say to the girl?

T: If you were the girl, what would you say to the Mom?
Talk about the picture with the teacher.

Ss: A mother and a daughter.

Ss: The mother is cleaning the room while the daughter is watching TV.

S1:I would say :“You shouldn’t watch TV too much, it’s bad for your eyes.”

S2: You are right. I’ll turn it off at once.

2( Class work)

Ask the students to finish 2a.
T: Let’s come to the conversation between the daughter and the mother. First please observe the missing part of 2a and tell me what you should fill in.

T: Clever boy! Now I’ll play the recording of 2a. Listen carefully and fill in the blanks.

T: Have you finished filling? It is very easy, do you think so?

T: Do you agree with her?

T: Great! When we give somebody some advice, we may use them. Let’s sum up the ways to give suggestions:

T: Good. Please read the conversation in pairs.

Get ready for listening and fill in the blanks in 2a.

S1:We should fill in auxiliary verbs or modal verbs.

Ss:……

S2: had better not; must; can’t; should; why not; may; may; can.

Ss: Yes!

Ss: should/shouldn’t; had better/had better not; Why don’t you..? Why not…?must/mustn’t ; need to do

Read 2a in pairs.

该部分目的在于通过创设情景巩固学过的情态动词，呈现反身代词，为2b作铺垫。
3( Class work)

Sum up the function of reflexive pronouns.
T: Can you say something about reflexive pronouns?

T: You are so great!
Know the emphatic function of reflexive pronouns.

S1:反身代词是一种表示反射或强调的代词。它的基本含义是：通过反身代词指代主语，使施动者把动作在形式上反射到施动者自己。因此，反身代词与它所指代的名词或代词形成互指关系，在人称、性质、数上保持一致。比如：我自己、你自己、他自己、我们自己等等。这就是反身代词。
S2: 反身代词又称自身代词。其构成可以归纳为“一、二物主、三宾格”，即：第一、二人称的反身代词分别由其相应的形容词性物主代词加后缀“-self / -selves”构成，第三人称的反身代词则由其相应的人称代词宾格形式加后缀“-self / selves ”构成。

4( Class work)

Play 2a again so that the students finish 2b and the do some exercises.
T: There are several reflexive pronouns appeared in the dialog. What are they? Please listen again and circle the reflexive pronouns. Ready? Go!

T: Have you got the answers? Together, please!

T: OK! Let’s do some exercise to practice the usage of reflexive pronouns.
Such as:
I can’t finish it by (me)
You should do it (you)
But I guess they may have problems (they)
…….

Listen to 2a again and try to circle the reflexive pronouns and finish some exercises.

Ss:……

Ss: myself; yourself; themselves.

Do the exercise to master the usage of reflexive pronouns.

S1: I can’t finish it by myself (me).
S2: You should do it yourself (you).
S3: But I guess they may have problems themselves (they).

该部分旨在引入本课重点语法项目—反身代词。
Remark:在听2a前可以先讨论图片以此降低听的难度，建议学生在听的过程中注意力放在获取填空信息上;教师在完成2b后，可将2b中含有反向代词的句子挖空进行练习。
Stage 3（9mins）：Phonetic learning
Step
Teacher activity
Student activity
Designing purpose
1( Class work )

Show phonetic cards one by one.
T: Now we’re going to learn some phonetic symbols. Look at the phonetic cards /kl/,/dl/ can you read them ?

T: I’ll play the recording of 3a. Please read after it. Pay more attention to the pronunciation of the underlined letters.

T: can you add more words like these by yourselves?

T: Good job!
Read after the recording, trying to imitate it. Finish 3a with the teacher’s help.

S1&S2:……

Ss:Sure.

S1: For example: uncle, article ,circle……

S2:The words with ple:apple,
Purple, example, simple……

S3: The words with ften:…….
该部分目的在于引导学生通过归纳字母组合的发音规律来学习成音节并能够辨别和正确模仿其读音，训练学生识别音标的能力，并通过补充更多符合该读音规则的单词来巩固这些字母组合的发音，激发学生学习音标的兴趣。

2( Pair work )
Play the recording of 3b.
T: Let’s read 3b after the recording and pay attention to the liaison, weak form and incomplete plosion. Do remember: When such words like him, her are linked with other words, h is mute. Let’s begin!

T: Ok. You can check in pairs. A reads, while B listens and corrects.

T: Please read with the recording.

Read 3b after the recording and try to imitate, paying attention to the liaison, weak form and incomplete plosion.

Ss:……

Ss:……

该活动旨在引导学生识别连读、弱读、不完全爆破等语音现象，并能在说英语时运用这些语音规则。
Remark：先复习单个音素，再让学生直接读单词，分类归纳相似发音；像him,her这样的词在与其它词连在一起时，h通常是不发音的。
Stage 4（6mins）：Practice
Step
Teacher activity
Student activity
Designing purpose

(Class work)
Design some exercise to review the usage of reflexive pronouns and auxiliary verbs or modal verbs.

Check their answers, and five students from different group finish checking. Teacher gives help when necessary.

Do exercise to review the usage of reflexive pronouns and auxiliary verbs or modal verbs

Five students write their answers on the blackboard. The sixth one checks and reads the answers.

本部分旨在练习和巩固本话题重要语法项目及复习can,　may,　should等用于请求和建议的用法。
Remark：
Stage 5（4mins）：Summarizing and assigning HMK
Step
Teacher activity
Student activity
Designing purpose
1（Class activity)
Summarize what the students learned today. Important language points are shown on the computer screen.
T: OK. Class will be over soon, Now let’s summarize what we have learnt in this lesson.

T:Wonderful!. I hope you can remember them. If you have difficulty understanding them,just turn to me or ask other students for help.

Summarize the main points with the teacher.

S1: We learned the pronunciation rules of different letter combinations. Including “cle, ddl,eple, ble, ften, ttle”

S2:We knew about the incomplete plosion.

S3:We also know the the usage of reflexive pronouns.

S4:…….
总结本节课所学重要知识。
2 (Class activity)
Assign the HMK.

Review the phrases and dialogue in
Section B.

Ask the students to write a passage:
How to keep healthy? And prepare for reporting tomorrow.

Prepare Section C after class.

Finish the following HMK.

Memorize the phrases and dialogue in Section B after class.
Write the passage after class.

Learn to read the vocabulary
and passage of Section C after the recording.

Remark：总结时教师应该尽量引导，让学生说出相关知识。
VI. Blackboard design
第三课时（Section B-2a,2b ,3a,3b）
themselves, myself, yourself, himself cle ple ften
give him the message myself ddle ble ttle
finish it by myself, do sth. (by) oneself
They have problems themselves.