【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。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,washhandsbeforemeals,tidyourroom,open

thewindow,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.Teachin

gaidsComputermultimediaprojectorEverydaysaying:Alittlesparkkindlesagreatfire.星星之火可以燎原。Ⅵ.Teachingproced

uresStepInteractionpatternStudentactivityTeacheractivity1.Thewholeclasswork2.Thewholeclasswork1.Focustheirattentionontheteac

her.2.Readthesayingaloud.1.Greetstudentsreadyforlearning.2.Showeverydaysayingforthestudents.(onesayingaweek)Int

roduction（10minutes）3.Thewholeclasswork4.Groupwork5.Thewholeclasswork6.Thewholeclasswork3.Allthestudentsreadtheirhomeworkingroups,preparin

gforthereport.4.Thechosengroupswillreporttheirpassages.5.Studentscorrecttheirpassagesandwritethemontheblackboard.6.A

llthestudentsreadaloud.3.Askthewholeclasstoprepareforthereport:Myeatinghabit.4.Teachercastslotstofindtwogroupstoreport.5.Tea

cherasksthetwogroupstowritetheirpassagesontheblackboard.Teachercorrectsthemifnecessary.6.Teacheroffersfiveorsixminu

tesforthestudentstoreadthroughSectionA-C.Presentation(8minutes)1.Thewholeclasswork2.Thewholeclasswork3.Thewholeclasswork4.Thewholeclasswork5.T

hewholeclasswork6.Thewholeclasswork7.Somestudents’work1.Studentsdiscussingroups.2.Studentsreadthecorrectsentences.3.Studentsmay

thinkofthefollowingphrases:washhands,spitonthestreet,tidytheroom,putlitterintothedustbin,openthewindow.4.Studentslist

enandnumberthepictures.5.Studentswritedownaphraseundereachpicture.6.Studentschecktheiranswers.7.Volunteer

swillreadtheiranswers.1.TeacherasksthestudentstocheckGrammarandFunctionsingroups.2.Teacherasksthestudentstoc

orrectthewrongparts.3.Teacherletsthestudentstolookthrough1andsayaphrasecorrespondingtoeachpicture.4.Teac

herplaystherecordingof1.5.Teacherplaysagainandpauseswhennecessary.6.Teacherplaysforthethirdtime.7.Teacherchecksthestudents’answersto1.Consolida

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

,usingthefollowingphrases:takeshoweroftenwashhandsbeforemealsspitinpublicdrinkyoghurttidyourroomopenthewindowkeeptheairfresh2.Studentsine

achgroupsaythesentencesinturn,witheachsayingone.Sixgroupsstartatthesametime.3.Eachstudentinthefirstgroupwillsayo

nesentenceclearly.4.Studentsguessthefunctionbywhattheteachersays.1.Teacherasksthestudentstomakesentencesaccordingto1.2.Teacherorganizesacompetit

iontoseewhichgroupmakesentencesthemostfluently.3.Teacherasksthebestgrouptosaythesentencesclearly.4.Teachersumsupthefunctionof“should/shouldn’t…mu

st/mustn’t…”.TeachermayexplainitinChinese.Practice(10minutes)1.Thewholeclasswork2.Thewholeclasswork3.Thewholeclasswork4.T

hewholeclasswork5.Thewholeclasswork6.Somestudents’work7.Somestudents’work8.Thewholeclasswork1.Students

readthephoneticsyllablesandunderstandthemeaning,answeringthequestions.2.Studentsgettorealizewhattheteacher

says.3.Studentsunderstandtheword“disease”byunderstandingsynonymous“illness”.4.Studentsunderstand“harm”byunderstandin

g“bebadfor”.5.Studentsreadsilentlyandtrytofinish2.6.Studentsmayaskforhelpiftheydon’tunderstandwell.7.Volunteerswriteth

eiranswersontheblackboard.8.Studentstrytounderstand.1.Teachershowsapictureofcigarettewithphoneticsyllablesandasksquestions:Doyousmoke?Whosmokes

aroundyou?2.Teachergoeson.Smokingisbadforourbody.Bodyheremeanshealth,pointingtomybodyandyourbody.3.Teacherexplains.Smokingcancauseillness.Smokingc

ancausedisease.4.Teachergoeson.Smokingharmsourbodywhilehere“harm”means“bebadfor”.5.Teachersumsup.Smokingisbadforourhe

alth.Smokingharmssmokersandus.(Teacheractsagestureofsmoking.)Itcancausedisease.Let’sread2aboutsmoking.6.Teacherexplains“chemicals”by

pointingthesmokeandfogaroundacigaretteonscreen.7.Teacherasksthreestudentstoshowtheiranswersontheblackb

oardandcorrectsthem.8.Teacherexplainsthefunctionof“can”,whichreferstopossibility.Production(7minutes)1.Thewholeclasswork2.Groupwork3.The

wholeclasswork1.Studentsfinishitaccordingtothefact.2.Studentsdiscussingroups3.Studentsdothefollowingjobs:(1)Studentswriteasho

rtpassage“Howtokeephealthy”afterclass,preparingforheperformancenextclass.(2)Studentspreviewthevocabularyandthedi

alogueinSectionA,Topic3.1.Teacherletsthestudentsfinishtestinginprojection.2.Teacherasksthestudentstodiscusswhoisthehealthiesti

nyourgroup.3.Teacherassignshomework:(1)Teacherasksthestudentstowriteashortpassage“Howtokeephealthy”.(2)PreviewSectionA,Topic3.TeachingReflectionIt’s

alittledifficultforthestudentstomakesentences,buttheyareinterestedinit.Themostdifficultistouse“can,sh

ould/shouldn’t,must/mustn’t”incorrectsituation.Ⅶ.BlackboarddesignUnit2KeepingHealthyTopic2Imustaskhimtogiveu

psmoking.SectionDWeshould/shouldn’t…Wemust/mustn’t…Don’tspitinpublic.Tidyourroom.takeshoweroftenwashhandsbe

foremealsspitinpublicdrinkyoghurttidyourroomopenthewindowkeeptheairfresh