【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

转载请保留链接：https://www.ichengzhen.cn/view-104241.html

以下为本文档部分文字说明：

（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mus

t+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,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。Ski

llaims：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.TeachingaidsComputermultimediaprojector,apieceofcolorfulpaper,acigarett

e,phoneticcardsEverydaysaying:Asamansows,soheshallreap.种瓜得瓜，种豆得豆。Ⅵ.TeachingproceduresStepInteractionpatternStudentactivityTeacheractivity1

.Thewholeclasswork2.Thewholeclasswork1.Focustheirattentionontheteacher.2.Readthesayingaloud.1.Greetstudentsreadyforlearning.2.Showeverydaysayingfo

rthestudents.(onesayingaweek)Introduction（7minutes）3.Thewholeclasswork4.Thewholeclasswork5.Thewholeclasswork6.Thewholecl

asswork7.Somestudents’work8.Somestudents’work9.Thewholeclasswork3.StudentsreadthechantonP38andtrytoimitatetherecording,atleastforthree

times.4.Studentsareinterestedin“Guessinggame”.Theymayanswerlikethis:(1)Candy.(2)Apen.(3)Chalk.5.Stude

ntssay“Wow”ortheylaugh.6.Studentsunderstand“smoke”andanswer“Smokingisbadforourhealth.”7.Somestudentsputuptheirhands.8.Somestudentssay,

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

ntonP38aftertherecording.4.Teacherplaysagamewiththestudents:“Guessinggame.”Teacherwrapsacigaretteinapieceofcolorfulpaperandm

akesitlikecandy,lettingstudentsguesswhatitisinside.5.Teacheropensthecandy.It’sacigarette.6.Teachershowsapicture

with“smoke”onthescreen,askingthestudents,“Issmokinggoodorbadforyourhealth?”7.Teacherdoesasurvey,asking“Doesyourfathersmoke?Ifso,plea

seputupyourhands”.8.Teachergoesonwith“Whatshouldyoudoifyourfathersmokes?”9.Teacherleadsto1a.WangJunfenga

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

ewholeclasswork2.Thewholeclasswork3.Thewholeclasswork4.Thewholeclasswork5.Somestudents’work6.Thewholeclasswork7.Groupwork1.Studentslistentosomebad

thingsaboutsmokingandunderstandthemeaningsof“article”and“cancer”.2.Studentslookthrough1btoprepareforlistening.3.Studentslis

tenandfinish1b.4.Studentslookthrough1aandfindthepropersentencesandchange“I”into“He/She”.5.Volunteersreadtheiranswer

s.6.Studentslookthrough1candlisten.7.Studentsdiscussingroups,unifyingtheiranswers.1.Teacherreadsanarticleaboutsmoki

ngtothestudentsinChinese,explaining“cancer”inChinese,andthenshowsanotherarticle,tohelpthestudentstounderstand“article”

.2.Teacherasksthestudentstolookthrough1b.3.Teacherplaystherecording.4.Teacherasksthestudentstolookthrough1a

andchecktheiranswers.5.Teacherchecksthestudents’answers.6.Teacherasksthestudentstolookthrough1c,andthenplaystherecordingfort

hem.7.Teacherasksthestudentstodiscussingroupstochecktheiranswers.Consolidation(10minutes)1.Thewholeclas

swork2.Thewholeclasswork3.Thewholeclasswork1.Studentsreadwiththerecording,imitatingit.2.Studentsunderlinethelanguagep

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

rplays1aforthestudentstoread.2.Teachershowssomelanguagepointsonthescreenforthestudents:(1)anarticleaboutsmoking(2)helphimrelax(3)Smoking

isbadforhishealth.(4)histeeth(5)Thearticlesays…(6)Imustaskhimtogiveupsmoking.3.Teacherasksthestudents

toread1cindividually.Practice(10minutes)1.Thewholeclasswork2.Groupwork3.Pairwork4.Thewholeclasswork5.Thewholeclasswork.6.Groupworkandpairwork

7.Groupwork8.Thewholeclasswork9.Groupworkandindividualwork10.Thewholeclasswork11.Thewholeclasswork12.Individualwork1.Stu

dentsread1ainpairs.2.MemberAhelpsmemberBandCread1acorrectly.3.MemberCwillbethefirstchoiceiftheycan.4.Studentsread[7]

onebyoneandreadthefollowingwordsatthesametime:funcutcomefundduckluck5.Studentstrytodistinguishthesoundof[7],[3]and[

D].6.Twostudentsfromeachgroupreadtocomparewhoreadsbetter.farmcardcalmparkmarkarm7.Avolunteergroupreadone

byone.8.Studentsreadandimitate3a.9.Eachstudentmustread.10.Studentschoosetheproperphrasesfromthechant.11.Studentsimitatesent

encebysentence,payingattentiontotheliaisoninthechant.12.Volunteerswillread3b,andtheywillgetpoints.1.Teacherasks

thestudentstoread1ainpairs.2.MemberAleadsmemberBandCtoread1a.3.Teacherasksstudentstoperform1a,andeachgroupchoosesonepair.4.Teachershowsph

oneticcards[7],lettingstudentsreadthewordsaswell.5.Teacherreadsasamodel.6.Teachershows[3]andwords.7.

Teachershows[D]inthesameway.8.Teacherplaystherecordingof3a.9.Teacheraskseachgrouptoread3b.10.Teacherasksthestu

dentstowritethekeyphraseforeachpicture.11.Teacherplaystherecordingsentencebysentence.12.Teacherorganize

sacompetitionofreading3b.Production(8minutes)1.Thewholeclasswork2.Thewholeclasswork3.Thewholeclasswork4.Thewholeclass

work5.Thewholeclasswork6.Thewholeclasswork1.Studentssumupwiththeteacher:Youshould/shouldn’t/hadbetter/hadbetternot/must/needtodo

.Whydon’tyou…?2.Studentsreadandfinish2a.3.StudentsmarkHorU.4.Studentsfindoutthereasonsbyconnectingrelevantsentencesin2aand2b.Thenwrit

edownfiveshortpassagesafterclass.Amodel:LiHuaoftengoestoschoolwithoutbreakfast.It’sbadforherhealth.Becausebreakfastgivesusenergyforthemorni

ng.5.Studentssummarizewiththeteacher.6.Studentsdothejobsafterclass:(1)MemorizethewordsanddialogueinSecti

onBafterclass.(2)Groupswilldebatewitheachother.(3)Studentslearntoreadvocabularywiththehelpofrecordingandthephoneticsymbols,andreadthedialogueafterth

erecording.1.Teachersumsupthewaystogivesuggestions:should/shouldn’t/hadbetter/hadbetternot/Whydon’tyou

…?/must/needtodo.2.Therearesomeotherwaystogivesuggestions.Teacherletsstudentslookat2a.3.Teacherasksstud

entstofinish2b.4.Teacherorganizesthestudentstoinstructthereasonsfor2bandwritedownshortpassagesafterclass.5.Teac

hershowsthesummarytothestudents.6.Teacherassignshomework:(1)ReviewthewordsanddialogueinSectionB.(2)Teacherasksthestudentstopreparefo

radiscussioningroups:Isitgoodorbad?Isithealthyorunhealthy?(3)PrepareSectionCafterclass.TeachingReflec

tionIt’shardforthestudentstofinishwritingin2b.Theyareinterestedinreadingthechant.Later,morechantswillbeintroduced.Ⅶ.Bl

ackboarddesignUnit2KeepingHealthyTopic2Imustaskhimtogiveupsmoking.SectionB(1)anarticleaboutsmoking(2)helphimrelax(3)Smokingisbadforhishealth.(4)his

teeth(5)Thearticlesays…(6)Imustaskhimtogiveupsmoking.ZhangMingusuallytakesawalkafterthemeal.It’sgoodforhishealth.Walkingisagoodexercise.I

tcanmakeusstrong.