【文档说明】Unit 2 Topic 2《I must ask him to give up smoking》（SectionD）教案-八年级上册英语【仁爱版】.doc，共(8)页，39.500 KB，由小喜鸽上传

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（最新版）Unit2Topic2SectionD参考教案Ⅰ.Materialanalysis本节课为单元第五课时。主要活动为SectionD的1和2。本课集中复习情态动词must/mustn’t,may,can,should/shouldn’t的用法。通

过造句和短文综合填空让学生体会情态动词在具体语境中的运用。Ⅱ.TeachingaimsKnowledgeaims：1.能复习和巩固掌握正确认读课后单词表中的单词。2.能正确把握情态动词在具体语境中的运用，能正确地用情态动词进行口头和书面复合表达。Skill

aims：1.能听懂有关健康饮食的对话或文章。2.能熟练地运用食品名词，为三餐设计健康的食谱，并能就饮食提出自己有益的建议。3.能正确地运用情态动词，结合食品名词，写一篇有关如何保持健康的文章。Emotionalaims：通过本课学习，让学生明白日常生活中具体的健康生活习惯有哪些，督促他们养

成健康生活的好习惯，摒弃坏习惯。Ⅲ.ThekeypointsanddifficultpointsKeypoints：用以下短语造句并提出建议：takeshoweroften,washhandsbeforemeals,tidyourroom,openthewindow,drin

ksourmilk,spitinpublic.Difficultpoints：填空中对情态动词的正确选择。Ⅳ.Learningstrategies通过看图听听力和综合填空等多种练习，归纳情态动词的用法。训练学生归纳知识的能力。Ⅴ.TeachingaidsComputermultime

diaprojectorEverydaysaying:Alittlesparkkindlesagreatfire.星星之火可以燎原。Ⅵ.TeachingproceduresStepInteractionpatternStudentactivityTeacheract

ivity1.Thewholeclasswork2.Thewholeclasswork1.Focustheirattentionontheteacher.2.Readthesayingaloud.1.Greetstudentsreadyforlearning

.2.Showeverydaysayingforthestudents.(onesayingaweek)Introduction（10minutes）3.Thewholeclasswork4.Grou

pwork5.Thewholeclasswork6.Thewholeclasswork3.Allthestudentsreadtheirhomeworkingroups,preparingforthereport.4.Thechosengroupswil

lreporttheirpassages.5.Studentscorrecttheirpassagesandwritethemontheblackboard.6.Allthestudentsreadaloud.3.Askthewh

oleclasstoprepareforthereport:Myeatinghabit.4.Teachercastslotstofindtwogroupstoreport.5.Teacherasksthetwogroupstowritetheirpassagesontheblackboa

rd.Teachercorrectsthemifnecessary.6.TeacheroffersfiveorsixminutesforthestudentstoreadthroughSectionA-C.Presentation(8minutes)1.Thewholeclas

swork2.Thewholeclasswork3.Thewholeclasswork4.Thewholeclasswork5.Thewholeclasswork6.Thewholeclasswork7.Somestudents’work1.Studentsdiscu

ssingroups.2.Studentsreadthecorrectsentences.3.Studentsmaythinkofthefollowingphrases:washhands,spitonthestreet,tidytheroom,putlitterintothedustbi

n,openthewindow.4.Studentslistenandnumberthepictures.5.Studentswritedownaphraseundereachpicture.6.Studentsche

cktheiranswers.7.Volunteerswillreadtheiranswers.1.TeacherasksthestudentstocheckGrammarandFunctionsingroups.2.Teacherask

sthestudentstocorrectthewrongparts.3.Teacherletsthestudentstolookthrough1andsayaphrasecorrespondingtoeachpicture.4.Teacherplaystherecordingof1.5

.Teacherplaysagainandpauseswhennecessary.6.Teacherplaysforthethirdtime.7.Teacherchecksthestudents’answersto1.Consolidati

on(10minutes)1.Thewholeclasswork2.Thewholeclassworkandgroupwork3.Somestudents’work4.Thewholeclasswork1

.Studentsmakesentencesorally,usingthefollowingphrases:takeshoweroftenwashhandsbeforemealsspitinpublicdrinkyoghurttidyo

urroomopenthewindowkeeptheairfresh2.Studentsineachgroupsaythesentencesinturn,witheachsayingone.Sixgroupsstartatthesametime.3

.Eachstudentinthefirstgroupwillsayonesentenceclearly.4.Studentsguessthefunctionbywhattheteachersays.1.Teach

erasksthestudentstomakesentencesaccordingto1.2.Teacherorganizesacompetitiontoseewhichgroupmakesentencesthemostfluently.3.Teache

rasksthebestgrouptosaythesentencesclearly.4.Teachersumsupthefunctionof“should/shouldn’t…must/mustn’t…”.TeachermayexplainitinChinese.Practice(10m

inutes)1.Thewholeclasswork2.Thewholeclasswork3.Thewholeclasswork4.Thewholeclasswork5.Thewholeclasswork6.Some

students’work7.Somestudents’work8.Thewholeclasswork1.Studentsreadthephoneticsyllablesandunderstandthemeaning,answe

ringthequestions.2.Studentsgettorealizewhattheteachersays.3.Studentsunderstandtheword“disease”byunderstandingsynonymous“illness

”.4.Studentsunderstand“harm”byunderstanding“bebadfor”.5.Studentsreadsilentlyandtrytofinish2.6.Studentsmayaskforhelpiftheydon’tunderstandwell.7.Volun

teerswritetheiranswersontheblackboard.8.Studentstrytounderstand.1.Teachershowsapictureofcigarettewithphoneticsyllablesandasks

questions:Doyousmoke?Whosmokesaroundyou?2.Teachergoeson.Smokingisbadforourbody.Bodyheremeanshealth,pointingtomybodya

ndyourbody.3.Teacherexplains.Smokingcancauseillness.Smokingcancausedisease.4.Teachergoeson.Smokingharm

sourbodywhilehere“harm”means“bebadfor”.5.Teachersumsup.Smokingisbadforourhealth.Smokingharmssmokersandus.(Teacheractsagestureofsmoking.)Itcanca

usedisease.Let’sread2aboutsmoking.6.Teacherexplains“chemicals”bypointingthesmokeandfogaroundacigaretteonscreen.7.Teacherasksthreestudentstoshow

theiranswersontheblackboardandcorrectsthem.8.Teacherexplainsthefunctionof“can”,whichreferstopossibility.Production(7minutes)1.The

wholeclasswork2.Groupwork3.Thewholeclasswork1.Studentsfinishitaccordingtothefact.2.Studentsdiscussingroups3.Stu

dentsdothefollowingjobs:(1)Studentswriteashortpassage“Howtokeephealthy”afterclass,preparingforheperforma

ncenextclass.(2)StudentspreviewthevocabularyandthedialogueinSectionA,Topic3.1.Teacherletsthestudentsfinishtestinginprojection.2.T

eacherasksthestudentstodiscusswhoisthehealthiestinyourgroup.3.Teacherassignshomework:(1)Teacherasksthestudentstowriteashortpassage“Howtokeephealthy

”.(2)PreviewSectionA,Topic3.TeachingReflectionIt’salittledifficultforthestudentstomakesentences,buttheyareinterestedin

it.Themostdifficultistouse“can,should/shouldn’t,must/mustn’t”incorrectsituation.Ⅶ.BlackboarddesignUnit2KeepingHealthyTopic2Imustaskhimtogiveupsm

oking.SectionDWeshould/shouldn’t…Wemust/mustn’t…Don’tspitinpublic.Tidyourroom.takeshoweroftenwashhandsbeforem

ealsspitinpublicdrinkyoghurttidyourroomopenthewindowkeeptheairfresh