【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：readinthesun,giveups

moking,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.TeachingaidsComp

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

resStepInteractionpatternStudentactivityTeacheractivity1.Thewholeclasswork2.Thewholeclasswork1.Focustheir

attentionontheteacher.2.Readthesayingaloud.1.Greetstudentsreadyforlearning.2.Showeverydaysayingforthest

udents.(onesayingaweek)Introduction（7minutes）3.Thewholeclasswork4.Thewholeclasswork5.Thewholeclasswork6.Thew

holeclasswork7.Somestudents’work8.Somestudents’work9.Thewholeclasswork3.StudentsreadthechantonP38andtrytoimitatethereco

rding,atleastforthreetimes.4.Studentsareinterestedin“Guessinggame”.Theymayanswerlikethis:(1)Candy.(2)Apen.(3)

Chalk.5.Studentssay“Wow”ortheylaugh.6.Studentsunderstand“smoke”andanswer“Smokingisbadforourhealth.”7.Somestudentsputuptheirhands.8.Somestude

ntssay,“Ishould/mustaskhimtogiveupsmoking.”9.Studentslistenandanswer:(1)Maria’sfather.(2)Shemustaskhimtogiveupsmoking.3.Repe

atthechantonP38aftertherecording.4.Teacherplaysagamewiththestudents:“Guessinggame.”Teacherwrapsacigaretteinapiec

eofcolorfulpaperandmakesitlikecandy,lettingstudentsguesswhatitisinside.5.Teacheropensthecandy.It’sacigarette.6

.Teachershowsapicturewith“smoke”onthescreen,askingthestudents,“Issmokinggoodorbadforyourhealth?”7.Teacherdoesasurvey,asking“Doesyourfath

ersmoke?Ifso,pleaseputupyourhands”.8.Teachergoesonwith“Whatshouldyoudoifyourfathersmokes?”9.Teacherleadsto1a.WangJunfengand

Mariaaretalkingaboutsmoking.Let’slistento1aandanswer:(1)Whosefathersmokes?(2)Whatshouldhe/shedo?Presen

tation(10minutes)1.Thewholeclasswork2.Thewholeclasswork3.Thewholeclasswork4.Thewholeclasswork5.Somestudents’work6.The

wholeclasswork7.Groupwork1.Studentslistentosomebadthingsaboutsmokingandunderstandthemeaningsof“article”and“

cancer”.2.Studentslookthrough1btoprepareforlistening.3.Studentslistenandfinish1b.4.Studentslookthrough1aandfi

ndthepropersentencesandchange“I”into“He/She”.5.Volunteersreadtheiranswers.6.Studentslookthrough1candlisten.7.S

tudentsdiscussingroups,unifyingtheiranswers.1.TeacherreadsanarticleaboutsmokingtothestudentsinChinese,explaining“cancer”inChinese,a

ndthenshowsanotherarticle,tohelpthestudentstounderstand“article”.2.Teacherasksthestudentstolookthrough1b.3.Teacherplaystherecording.4.Teach

erasksthestudentstolookthrough1aandchecktheiranswers.5.Teacherchecksthestudents’answers.6.Teacherasksthestudentstolookthrough1c,andthenplaysther

ecordingforthem.7.Teacherasksthestudentstodiscussingroupstochecktheiranswers.Consolidation(10minutes)1.Thewholec

lasswork2.Thewholeclasswork3.Thewholeclasswork1.Studentsreadwiththerecording,imitatingit.2.Studentsunderlinethelangu

agepointsintheirtextbook.(1)prep.doing(2)helpsb.dosth.(3)doingsth.is…(4)tooth--teeth(5)says/writes(6)mustdosth.giveupdoingsth.3.Studentsread1c

.1.Teacherplays1aforthestudentstoread.2.Teachershowssomelanguagepointsonthescreenforthestudents:(1)anarticleaboutsmoking(2

)helphimrelax(3)Smokingisbadforhishealth.(4)histeeth(5)Thearticlesays…(6)Imustaskhimtogiveupsmoking.3.Teacherasksthestuden

tstoread1cindividually.Practice(10minutes)1.Thewholeclasswork2.Groupwork3.Pairwork4.Thewholeclasswork5.Thewholeclasswork.6.Groupwor

kandpairwork7.Groupwork8.Thewholeclasswork9.Groupworkandindividualwork10.Thewholeclasswork11.Thewholeclassw

ork12.Individualwork1.Studentsread1ainpairs.2.MemberAhelpsmemberBandCread1acorrectly.3.MemberCwillbethefirstchoiceift

heycan.4.Studentsread[7]onebyoneandreadthefollowingwordsatthesametime:funcutcomefundduckluck5.Studentstrytodistinguisht

hesoundof[7],[3]and[D].6.Twostudentsfromeachgroupreadtocomparewhoreadsbetter.farmcardcalmparkmarkarm7.Avolunteergroupreadonebyone.8.Studentsreadan

dimitate3a.9.Eachstudentmustread.10.Studentschoosetheproperphrasesfromthechant.11.Studentsimitatesentencebysentence,payingatte

ntiontotheliaisoninthechant.12.Volunteerswillread3b,andtheywillgetpoints.1.Teacherasksthestudentstoread1ainpairs.2.MemberAleadsmember

BandCtoread1a.3.Teacherasksstudentstoperform1a,andeachgroupchoosesonepair.4.Teachershowsphoneticcards[7],lettingstudentsre

adthewordsaswell.5.Teacherreadsasamodel.6.Teachershows[3]andwords.7.Teachershows[D]inthesameway.8.Teacherplaystherecordingof3a.9.Teacheraskseachg

rouptoread3b.10.Teacherasksthestudentstowritethekeyphraseforeachpicture.11.Teacherplaystherecordingsenten

cebysentence.12.Teacherorganizesacompetitionofreading3b.Production(8minutes)1.Thewholeclasswork2.Thewh

oleclasswork3.Thewholeclasswork4.Thewholeclasswork5.Thewholeclasswork6.Thewholeclasswork1.Studentssumupwiththeteacher:Youshould/sho

uldn’t/hadbetter/hadbetternot/must/needtodo.Whydon’tyou…?2.Studentsreadandfinish2a.3.StudentsmarkHorU.4.Studentsfindoutthereasonsbyconnectingreleva

ntsentencesin2aand2b.Thenwritedownfiveshortpassagesafterclass.Amodel:LiHuaoftengoestoschoolwithoutbreakfas

t.It’sbadforherhealth.Becausebreakfastgivesusenergyforthemorning.5.Studentssummarizewiththeteacher.6.Studentsdothejobsafterclass:(1)Memorizethewords

anddialogueinSectionBafterclass.(2)Groupswilldebatewitheachother.(3)Studentslearntoreadvocabularywiththehelpofrecordingandthephoneticsymbols,a

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

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

estudentstoinstructthereasonsfor2bandwritedownshortpassagesafterclass.5.Teachershowsthesummarytothestude

nts.6.Teacherassignshomework:(1)ReviewthewordsanddialogueinSectionB.(2)Teacherasksthestudentstoprepareforadiscussioningroups:Isitgoodorbad?Isitheal

thyorunhealthy?(3)PrepareSectionCafterclass.TeachingReflectionIt’shardforthestudentstofinishwritingin2b.Theyareinterestedinrea

dingthechant.Later,morechantswillbeintroduced.Ⅶ.BlackboarddesignUnit2KeepingHealthyTopic2Imustaskhimtogiveupsmoking.SectionB(1)

anarticleaboutsmoking(2)helphimrelax(3)Smokingisbadforhishealth.(4)histeeth(5)Thearticlesays…(6)Imustaskhimtogiveupsmoking.ZhangMingu

suallytakesawalkafterthemeal.It’sgoodforhishealth.Walkingisagoodexercise.Itcanmakeusstrong.