【文档说明】Unit 2 Topic 2《I must ask him to give up smoking》（SectionB）教案-八年级上册英语【仁爱版】.doc，共(8)页，48.500 KB，由小喜鸽上传

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（最新版）Unit2Topic2SectionB参考教案Ⅰ.MaterialanalysisSectionB是本单元第二课时和第三课时。主要活动为SectionB的1a,3a和3b。本课就吸烟这个坏习惯展开讨论，呈

现了本单元语法重点：情态动词must+动词原形：Imustaskhimtogiveupsmoking.表示建议、劝告。同时巩固了动名词做主语的句式：Smokingisbadforhishealth.通过学习SectionB,让学生能够辨别好习惯与

坏习惯，并能帮助亲人戒掉坏习惯。课后要求学生会用动名词做主语造句，能用must提建议。Ⅱ.TeachingaimsKnowledgeaims：1.能正确运用以下短语巩固动名词短语做主语的书面表达：readi

nthesun,giveupsmoking,gotoschoolwithoutbreakfast,takeawalk,studylate,drinkenoughwater2.能正确地运用must,mustn’t进行劝告或提建议：Imustaskhimtogiveupsmoking.3.能正确辨别

/7/,/3/和/D/的发音。4.朗读时连读现象。Skillaims：1.能听懂有关影响健康的好习惯和坏习惯的话题。2.能熟练地运用must,mustn’t提建议。3.能正确朗读有关影响健康的好习惯和坏习惯的对话或文章。Emotionalaims：通过语言学习，影响学生

的自身品格，要学会辨别好习惯与坏习惯，养成好习惯，戒掉坏习惯，并帮助他人戒掉坏习惯，保持健康。Ⅲ.ThekeypointsanddifficultpointsKeypoints：理解和运用must表示“建议、劝告”的用法：Imustaskhimtogiveupsmoking.

我得劝他戒掉烟。Difficultpoints：巩固动名词做主语的正确运用。Ⅳ.Learningstrategies培养学生跟读chant的能力，朗读中注意连读。Ⅴ.TeachingaidsComputermultimediaprojec

tor,apieceofcolorfulpaper,acigarette,phoneticcardsEverydaysaying:Asamansows,soheshallreap.种瓜得瓜，种豆得豆。Ⅵ.TeachingproceduresStepIn

teractionpatternStudentactivityTeacheractivity1.Thewholeclasswork2.Thewholeclasswork1.Focustheirattentiono

ntheteacher.2.Readthesayingaloud.1.Greetstudentsreadyforlearning.2.Showeverydaysayingforthestudents.(onesayingaweek)Introduc

tion（7minutes）3.Thewholeclasswork4.Thewholeclasswork5.Thewholeclasswork6.Thewholeclasswork7.Somestudents’work8.So

mestudents’work9.Thewholeclasswork3.StudentsreadthechantonP38andtrytoimitatetherecording,atleastforthreetimes.4

.Studentsareinterestedin“Guessinggame”.Theymayanswerlikethis:(1)Candy.(2)Apen.(3)Chalk.5.Studentssay“Wow”ortheylaugh.

6.Studentsunderstand“smoke”andanswer“Smokingisbadforourhealth.”7.Somestudentsputuptheirhands.8.Somestudentssay,“Ishould/mustaskhimtogiveupsm

oking.”9.Studentslistenandanswer:(1)Maria’sfather.(2)Shemustaskhimtogiveupsmoking.3.RepeatthechantonP38aftertherecording.4.Teacherplaysagamew

iththestudents:“Guessinggame.”Teacherwrapsacigaretteinapieceofcolorfulpaperandmakesitlikecandy,lettings

tudentsguesswhatitisinside.5.Teacheropensthecandy.It’sacigarette.6.Teachershowsapicturewith“smoke”onthes

creen,askingthestudents,“Issmokinggoodorbadforyourhealth?”7.Teacherdoesasurvey,asking“Doesyourfathersmoke?Ifso,pleaseputu

pyourhands”.8.Teachergoesonwith“Whatshouldyoudoifyourfathersmokes?”9.Teacherleadsto1a.WangJunfengandMariaaretalkingaboutsmok

ing.Let’slistento1aandanswer:(1)Whosefathersmokes?(2)Whatshouldhe/shedo?Presentation(10minutes)1.Thewholeclasswor

k2.Thewholeclasswork3.Thewholeclasswork4.Thewholeclasswork5.Somestudents’work6.Thewholeclasswork7.Groupwork1.Studentslistent

osomebadthingsaboutsmokingandunderstandthemeaningsof“article”and“cancer”.2.Studentslookthrough1btoprepareforli

stening.3.Studentslistenandfinish1b.4.Studentslookthrough1aandfindthepropersentencesandchange“I”into“He/She”.5.V

olunteersreadtheiranswers.6.Studentslookthrough1candlisten.7.Studentsdiscussingroups,unifyingtheiranswe

rs.1.TeacherreadsanarticleaboutsmokingtothestudentsinChinese,explaining“cancer”inChinese,andthenshowsanotherarticle,tohelpthestudentstounderstand

“article”.2.Teacherasksthestudentstolookthrough1b.3.Teacherplaystherecording.4.Teacherasksthestudentstolookthrough1aandchecktheirans

wers.5.Teacherchecksthestudents’answers.6.Teacherasksthestudentstolookthrough1c,andthenplaystherecordingforthem.7.Teacher

asksthestudentstodiscussingroupstochecktheiranswers.Consolidation(10minutes)1.Thewholeclasswork2.Thewholeclasswork3.Th

ewholeclasswork1.Studentsreadwiththerecording,imitatingit.2.Studentsunderlinethelanguagepointsintheirtextbook.(1)prep.doing(2)helpsb.dosth.(3)do

ingsth.is…(4)tooth--teeth(5)says/writes(6)mustdosth.giveupdoingsth.3.Studentsread1c.1.Teacherplays1aforthestudentsto

read.2.Teachershowssomelanguagepointsonthescreenforthestudents:(1)anarticleaboutsmoking(2)helphimrelax(3)Smokingisbadforhishe

alth.(4)histeeth(5)Thearticlesays…(6)Imustaskhimtogiveupsmoking.3.Teacherasksthestudentstoread1cindividually

.Practice(10minutes)1.Thewholeclasswork2.Groupwork3.Pairwork4.Thewholeclasswork5.Thewholeclasswork.6.Groupworkandpairwork7.Groupwork8.Thewholeclas

swork9.Groupworkandindividualwork10.Thewholeclasswork11.Thewholeclasswork12.Individualwork1.Studentsread1ainpairs.2.MemberAh

elpsmemberBandCread1acorrectly.3.MemberCwillbethefirstchoiceiftheycan.4.Studentsread[7]onebyoneandreadthefollowingwordsatthesametime:funcutcomefund

duckluck5.Studentstrytodistinguishthesoundof[7],[3]and[D].6.Twostudentsfromeachgroupreadtocomparewhoreadsbetter.farmca

rdcalmparkmarkarm7.Avolunteergroupreadonebyone.8.Studentsreadandimitate3a.9.Eachstudentmustread.10.Studentschoosetheproperphrasesfromt

hechant.11.Studentsimitatesentencebysentence,payingattentiontotheliaisoninthechant.12.Volunteerswillread3b,andtheywillge

tpoints.1.Teacherasksthestudentstoread1ainpairs.2.MemberAleadsmemberBandCtoread1a.3.Teacherasksstudentstoperform1a,andeachgroupc

hoosesonepair.4.Teachershowsphoneticcards[7],lettingstudentsreadthewordsaswell.5.Teacherreadsasamodel.6.Teachershows[3]andwo

rds.7.Teachershows[D]inthesameway.8.Teacherplaystherecordingof3a.9.Teacheraskseachgrouptoread3b.10.Teacherasksthestudentstowritethekeyphrasefore

achpicture.11.Teacherplaystherecordingsentencebysentence.12.Teacherorganizesacompetitionofreading3b.Production(8minutes)1.Thewholeclassw

ork2.Thewholeclasswork3.Thewholeclasswork4.Thewholeclasswork5.Thewholeclasswork6.Thewholeclasswork1.S

tudentssumupwiththeteacher:Youshould/shouldn’t/hadbetter/hadbetternot/must/needtodo.Whydon’tyou…?2.Studentsreadandfinish2a.3.StudentsmarkHorU.4.

Studentsfindoutthereasonsbyconnectingrelevantsentencesin2aand2b.Thenwritedownfiveshortpassagesafterclass.Amodel:LiHuaoftengoestoscho

olwithoutbreakfast.It’sbadforherhealth.Becausebreakfastgivesusenergyforthemorning.5.Studentssummarize

withtheteacher.6.Studentsdothejobsafterclass:(1)MemorizethewordsanddialogueinSectionBafterclass.(2)Groupswilldebatewithea

chother.(3)Studentslearntoreadvocabularywiththehelpofrecordingandthephoneticsymbols,andreadthedialoguea

ftertherecording.1.Teachersumsupthewaystogivesuggestions:should/shouldn’t/hadbetter/hadbetternot/Whydon’tyou…?/must/n

eedtodo.2.Therearesomeotherwaystogivesuggestions.Teacherletsstudentslookat2a.3.Teacherasksstudentstofinish2b.4.Teacherorgan

izesthestudentstoinstructthereasonsfor2bandwritedownshortpassagesafterclass.5.Teachershowsthesummarytothestudents.6.Teacher

assignshomework:(1)ReviewthewordsanddialogueinSectionB.(2)Teacherasksthestudentstoprepareforadiscussioningroups:Isitgoodorba

d?Isithealthyorunhealthy?(3)PrepareSectionCafterclass.TeachingReflectionIt’shardforthestudentstofinishwri

tingin2b.Theyareinterestedinreadingthechant.Later,morechantswillbeintroduced.Ⅶ.BlackboarddesignUnit2KeepingHeal

thyTopic2Imustaskhimtogiveupsmoking.SectionB(1)anarticleaboutsmoking(2)helphimrelax(3)Smokingisbadforhishealth.(4)histeeth

(5)Thearticlesays…(6)Imustaskhimtogiveupsmoking.ZhangMingusuallytakesawalkafterthemeal.It’sgoodforhishealth.Walkingisag

oodexercise.Itcanmakeusstrong.