【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,giveupsmoking,gotoschoolwi

thoutbreakfast,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chan

t的能力，朗读中注意连读。Ⅴ.TeachingaidsComputermultimediaprojector,apieceofcolorfulpaper,acigarette,phoneticcardsEverydaysaying:Asamansows,s

oheshallreap.种瓜得瓜，种豆得豆。Ⅵ.TeachingproceduresStepInteractionpatternStudentactivityTeacheractivity1.Thewholeclassw

ork2.Thewholeclasswork1.Focustheirattentionontheteacher.2.Readthesayingaloud.1.Greetstudentsreadyforlearning.2.Showeverydaysayingforthestudents.

(onesayingaweek)Introduction（7minutes）3.Thewholeclasswork4.Thewholeclasswork5.Thewholeclasswork6.Thewholeclasswork7.So

mestudents’work8.Somestudents’work9.Thewholeclasswork3.StudentsreadthechantonP38andtrytoimitatetherecording,a

tleastforthreetimes.4.Studentsareinterestedin“Guessinggame”.Theymayanswerlikethis:(1)Candy.(2)Apen.(3)Chalk.5.Studentssay“Wow”ortheylaugh.6.Stude

ntsunderstand“smoke”andanswer“Smokingisbadforourhealth.”7.Somestudentsputuptheirhands.8.Somestudents

say,“Ishould/mustaskhimtogiveupsmoking.”9.Studentslistenandanswer:(1)Maria’sfather.(2)Shemustaskhimtogiveupsmoking.3.RepeatthechantonP38afte

rtherecording.4.Teacherplaysagamewiththestudents:“Guessinggame.”Teacherwrapsacigaretteinapieceofcolorfulpaperandmak

esitlikecandy,lettingstudentsguesswhatitisinside.5.Teacheropensthecandy.It’sacigarette.6.Teachershowsapicturewith“smoke

”onthescreen,askingthestudents,“Issmokinggoodorbadforyourhealth?”7.Teacherdoesasurvey,asking“Doesyourfathersmoke?Ifso,pleaseputupy

ourhands”.8.Teachergoesonwith“Whatshouldyoudoifyourfathersmokes?”9.Teacherleadsto1a.WangJunfengandMariaaretalkingaboutsmoking.

Let’slistento1aandanswer:(1)Whosefathersmokes?(2)Whatshouldhe/shedo?Presentation(10minutes)1.Thewholeclasswork2.Thewhole

classwork3.Thewholeclasswork4.Thewholeclasswork5.Somestudents’work6.Thewholeclasswork7.Groupwork1.Studentslistentosomebadt

hingsaboutsmokingandunderstandthemeaningsof“article”and“cancer”.2.Studentslookthrough1btoprepareforlistening.3.Studentslistenandfinish1b

.4.Studentslookthrough1aandfindthepropersentencesandchange“I”into“He/She”.5.Volunteersreadtheiranswers.6.Studentsloo

kthrough1candlisten.7.Studentsdiscussingroups,unifyingtheiranswers.1.TeacherreadsanarticleaboutsmokingtothestudentsinChi

nese,explaining“cancer”inChinese,andthenshowsanotherarticle,tohelpthestudentstounderstand“article”.2.Te

acherasksthestudentstolookthrough1b.3.Teacherplaystherecording.4.Teacherasksthestudentstolookthrough1aandchecktheiranswers.5.Teacherchecks

thestudents’answers.6.Teacherasksthestudentstolookthrough1c,andthenplaystherecordingforthem.7.Teacherasksthestudentstodiscussingroupstocheck

theiranswers.Consolidation(10minutes)1.Thewholeclasswork2.Thewholeclasswork3.Thewholeclasswork1.Students

readwiththerecording,imitatingit.2.Studentsunderlinethelanguagepointsintheirtextbook.(1)prep.doing(2)helpsb.dosth.(3)doings

th.is…(4)tooth--teeth(5)says/writes(6)mustdosth.giveupdoingsth.3.Studentsread1c.1.Teacherplays1aforthestudentstoread.2.Teachershows

somelanguagepointsonthescreenforthestudents:(1)anarticleaboutsmoking(2)helphimrelax(3)Smokingisbadforhishealth.(4)histeeth(5)Thearticlesays

…(6)Imustaskhimtogiveupsmoking.3.Teacherasksthestudentstoread1cindividually.Practice(10minutes)1.Thewhole

classwork2.Groupwork3.Pairwork4.Thewholeclasswork5.Thewholeclasswork.6.Groupworkandpairwork7.Groupwork8.Thewholeclasswork9.Groupworkan

dindividualwork10.Thewholeclasswork11.Thewholeclasswork12.Individualwork1.Studentsread1ainpairs.2.MemberAhelpsme

mberBandCread1acorrectly.3.MemberCwillbethefirstchoiceiftheycan.4.Studentsread[7]onebyoneandreadthefoll

owingwordsatthesametime:funcutcomefundduckluck5.Studentstrytodistinguishthesoundof[7],[3]and[D].6.Twost

udentsfromeachgroupreadtocomparewhoreadsbetter.farmcardcalmparkmarkarm7.Avolunteergroupreadonebyone.8.Studentsreadandimitate3a

.9.Eachstudentmustread.10.Studentschoosetheproperphrasesfromthechant.11.Studentsimitatesentencebysentence,pay

ingattentiontotheliaisoninthechant.12.Volunteerswillread3b,andtheywillgetpoints.1.Teacherasksthestudentstoread1ainpairs.2.MemberAlea

dsmemberBandCtoread1a.3.Teacherasksstudentstoperform1a,andeachgroupchoosesonepair.4.Teachershowsphoneticcards[7],lettingstudentsreadthewords

aswell.5.Teacherreadsasamodel.6.Teachershows[3]andwords.7.Teachershows[D]inthesameway.8.Teacherplaystherecordingof3a.9.Teacheraskseach

grouptoread3b.10.Teacherasksthestudentstowritethekeyphraseforeachpicture.11.Teacherplaystherecordingsentencebysentenc

e.12.Teacherorganizesacompetitionofreading3b.Production(8minutes)1.Thewholeclasswork2.Thewholeclasswork3.Thewholeclasswork4.Thewholeclasswork5.Thewh

oleclasswork6.Thewholeclasswork1.Studentssumupwiththeteacher:Youshould/shouldn’t/hadbetter/hadbetternot/must/needtodo.Whydon’tyou…?2

.Studentsreadandfinish2a.3.StudentsmarkHorU.4.Studentsfindoutthereasonsbyconnectingrelevantsentences

in2aand2b.Thenwritedownfiveshortpassagesafterclass.Amodel:LiHuaoftengoestoschoolwithoutbreakfast.It’sbadfor

herhealth.Becausebreakfastgivesusenergyforthemorning.5.Studentssummarizewiththeteacher.6.Studentsdothejo

bsafterclass:(1)MemorizethewordsanddialogueinSectionBafterclass.(2)Groupswilldebatewitheachother.(3)Studentslearn

toreadvocabularywiththehelpofrecordingandthephoneticsymbols,andreadthedialogueaftertherecording.1.Teachersumsupthewaystogivesug

gestions:should/shouldn’t/hadbetter/hadbetternot/Whydon’tyou…?/must/needtodo.2.Therearesomeotherwaystogivesuggesti

ons.Teacherletsstudentslookat2a.3.Teacherasksstudentstofinish2b.4.Teacherorganizesthestudentstoinstructthereasonsfor2bandwritedownshor

tpassagesafterclass.5.Teachershowsthesummarytothestudents.6.Teacherassignshomework:(1)ReviewthewordsanddialogueinSectionB.(2)Teacherasksthestu

dentstoprepareforadiscussioningroups:Isitgoodorbad?Isithealthyorunhealthy?(3)PrepareSectionCafterclass.TeachingReflectionIt’shardforthestudentsto

finishwritingin2b.Theyareinterestedinreadingthechant.Later,morechantswillbeintroduced.Ⅶ.BlackboarddesignUnit2KeepingHealthyTopic2Imustas

khimtogiveupsmoking.SectionB(1)anarticleaboutsmoking(2)helphimrelax(3)Smokingisbadforhishealth.(4)histeeth(5)Thearticlesays…(6)Imustask

himtogiveupsmoking.ZhangMingusuallytakesawalkafterthemeal.It’sgoodforhishealth.Walkingisagoodexercise.Itcanmakeusstrong

.