【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

转载请保留链接：https://www.ichengzhen.cn/view-104243.html

以下为本文档部分文字说明：

（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。Skillaims：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,washhan

dsbeforemeals,tidyourroom,openthewindow,drinksourmilk,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.TeachingaidsComputermultimediaprojectorEverydaysaying:Alittlesparkkindlesagreatfire.星星之火可以燎原。Ⅵ.TeachingproceduresStepInteractionpatte

rnStudentactivityTeacheractivity1.Thewholeclasswork2.Thewholeclasswork1.Focustheirattentionontheteacher.

2.Readthesayingaloud.1.Greetstudentsreadyforlearning.2.Showeverydaysayingforthestudents.(onesayingaweek)Introduction（10minutes）3.Thewholecl

asswork4.Groupwork5.Thewholeclasswork6.Thewholeclasswork3.Allthestudentsreadtheirhomeworkingroups,preparingforthereport.4.Thechosengroups

willreporttheirpassages.5.Studentscorrecttheirpassagesandwritethemontheblackboard.6.Allthestudentsreadal

oud.3.Askthewholeclasstoprepareforthereport:Myeatinghabit.4.Teachercastslotstofindtwogroupstoreport.5.Teacherasksthetwogroupstowritethe

irpassagesontheblackboard.Teachercorrectsthemifnecessary.6.Teacheroffersfiveorsixminutesforthestudentstore

adthroughSectionA-C.Presentation(8minutes)1.Thewholeclasswork2.Thewholeclasswork3.Thewholeclasswork4.Thewholecla

sswork5.Thewholeclasswork6.Thewholeclasswork7.Somestudents’work1.Studentsdiscussingroups.2.Studentsreadt

hecorrectsentences.3.Studentsmaythinkofthefollowingphrases:washhands,spitonthestreet,tidytheroom,putlitterintothedustbin,openth

ewindow.4.Studentslistenandnumberthepictures.5.Studentswritedownaphraseundereachpicture.6.Studentscheckthei

ranswers.7.Volunteerswillreadtheiranswers.1.TeacherasksthestudentstocheckGrammarandFunctionsingroups.2.Teacheraskst

hestudentstocorrectthewrongparts.3.Teacherletsthestudentstolookthrough1andsayaphrasecorrespondingtoeachpicture.4.Teacherplaystherecordingof1.5.Teac

herplaysagainandpauseswhennecessary.6.Teacherplaysforthethirdtime.7.Teacherchecksthestudents’answersto1.Consolidation(10minutes)1.Thewhole

classwork2.Thewholeclassworkandgroupwork3.Somestudents’work4.Thewholeclasswork1.Studentsmakesentencesorally,usingthefollowingphras

es:takeshoweroftenwashhandsbeforemealsspitinpublicdrinkyoghurttidyourroomopenthewindowkeeptheairfresh2.Studentsineac

hgroupsaythesentencesinturn,witheachsayingone.Sixgroupsstartatthesametime.3.Eachstudentinthefirstgroupwill

sayonesentenceclearly.4.Studentsguessthefunctionbywhattheteachersays.1.Teacherasksthestudentstomakesentencesaccordingto1.2.Te

acherorganizesacompetitiontoseewhichgroupmakesentencesthemostfluently.3.Teacherasksthebestgrouptosayth

esentencesclearly.4.Teachersumsupthefunctionof“should/shouldn’t…must/mustn’t…”.TeachermayexplainitinChinese.Practice(10minutes)1.Thewholec

lasswork2.Thewholeclasswork3.Thewholeclasswork4.Thewholeclasswork5.Thewholeclasswork6.Somestudents’work7.Somes

tudents’work8.Thewholeclasswork1.Studentsreadthephoneticsyllablesandunderstandthemeaning,answeringthequestions.2.St

udentsgettorealizewhattheteachersays.3.Studentsunderstandtheword“disease”byunderstandingsynonymous“illness”.

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

.7.Volunteerswritetheiranswersontheblackboard.8.Studentstrytounderstand.1.Teachershowsapictureofcigarettewithphoneticsyllablesandasksquestions:Doyous

moke?Whosmokesaroundyou?2.Teachergoeson.Smokingisbadforourbody.Bodyheremeanshealth,pointingtomybodyandyourbody.3.Teacherexplains.Smokingcancauseill

ness.Smokingcancausedisease.4.Teachergoeson.Smokingharmsourbodywhilehere“harm”means“bebadfor”.5.Teachersumsup.Smokingisbadforourhealth.Smokingha

rmssmokersandus.(Teacheractsagestureofsmoking.)Itcancausedisease.Let’sread2aboutsmoking.6.Teacherexplains“chemicals

”bypointingthesmokeandfogaroundacigaretteonscreen.7.Teacherasksthreestudentstoshowtheiranswersontheblackboarda

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

wholeclasswork2.Groupwork3.Thewholeclasswork1.Studentsfinishitaccordingtothefact.2.Studentsdiscussingroups3.Studentsdothefollowing

jobs:(1)Studentswriteashortpassage“Howtokeephealthy”afterclass,preparingforheperformancenextclass.(2)Stu

dentspreviewthevocabularyandthedialogueinSectionA,Topic3.1.Teacherletsthestudentsfinishtestinginprojection.2.Teacherask

sthestudentstodiscusswhoisthehealthiestinyourgroup.3.Teacherassignshomework:(1)Teacherasksthestudentstowriteashortpassage“Howtokeephealth

y”.(2)PreviewSectionA,Topic3.TeachingReflectionIt’salittledifficultforthestudentstomakesentences,buttheyareinterestedinit

.Themostdifficultistouse“can,should/shouldn’t,must/mustn’t”incorrectsituation.Ⅶ.BlackboarddesignUnit2KeepingHealthyTopic2Imustaskhimtogiveupsmo

king.SectionDWeshould/shouldn’t…Wemust/mustn’t…Don’tspitinpublic.Tidyourroom.takeshoweroftenwashhandsbeforemealsspitinpublicdr

inkyoghurttidyourroomopenthewindowkeeptheairfresh