八年级英语上册 Unit 2 Keeping Healthy Topic 1 You should brush your teeth twice a day P4教案 仁爱版教学内容分析及课时分配建议：本单元以Keeping Healthy 为主题话题一主要学习情态动词should和had better的用法，学会描述身体各部位病痛以及如何寻求和给出建议Section A通过Kangkang 和Betty的对话，呈现了询问病情的表达方式：What’s wrong with you? I have a … ，以及表达关心所提的建议：You should… 和You shouldn’t…，同时介绍了感冒、头疼等常见病的名称Section B将生病、关心询问及提建议综合运用，呈现了提建议的另外两种说法sb. had better (not) do sth…和Why don’t you…? 对话中还呈现询问对方病情的问句及对病情的描述Section C讲述了Michael 因运动不当受伤，同学们积极护送他到医院就医的故事巩固了提建议的说法I think you should see a doctor. 又呈现了两种提建议的说法：(1) You can take him home. (2) You need to rest at home for a week. 和一些新的短语。
Section D讲述了Michael受伤在家休息，同学们到家看望他的过程对话巩固了本单元提建议的几种说法：(1) You’d better do sth. (2) Follow the doctor’s advice. (3) Don’t worry. 呈现了一些新的短语：nothing serious, stay in bed, worry about, follow the doctor’s advice等最后以Choose Dr. Best的 Project来综合运用本话题所学的情态动词、有用表达和表疾病的词汇Topic１的的内容可以用5个课时来完成第一课时：Section A-1a, 1b, 1c,2.第二课时：Section A-3, Section B-1a,1b,1c, 2,3.第三课时：Section C-1a,1b,1c,1d.第四课时：Section C-2, 3,Section D-2,Section B-4a,4b.第五课时：Section D-1,Grammar and Functions, Project.第四课时（Section C-2, 3,Section D-2,Section B-4a,4b）教学设计思路：本节课主要活动为Section C -3,Section D-2和Section B-4a,4b。
首先学生表演Section C-1a的故事进行复习，然后根据故事内容创编各个角色之间的对话，完成Section C -２通过Section C- 3帮助Michael完成请假条填空帮助学生复习巩固短文的知识点，并学写请假条接着以王老师的身份写邮件给Michael，提出建议，进一步巩固本话题重点单词和句型最后通过听读Section B-4a,4b，来学习元音音素/i:/和/eI/以及单词在句子中的弱读和不完全爆破Ⅰ. Teaching aims1. Knowledge aims：（1）能正确地运用过去时描述小的意外事件，并能针对事件写请假条2）能正确写一篇有关日常小病的文章并提出相对应的建议3）掌握/i:/和/eI/ 的发音规则，了解句子的连读和不完全爆破2. Skill aims: (1）能区分/i:/和/eI/ 发音的不同，并掌握音素对应的字母或字母组合的写法；在朗读时能正确把握辅音的不完全爆破和元音的强读、弱读现象2）能针对事故写请假条3）能针对意外事故提出自己的建议，表示自己的关心，能用英语书面表达写出以上内容3. Emotional aims:通过了解他人的身体状况培养关心他人的意识。
4. Culture awareness:Ⅱ. The key points and difficult points1. Key points:(1) 请假条与电子邮件的写法和结构2) /i:/和/eI/ 的发音规则2. Difficult points： (1) hurt 在写作中的正确应用2) 针对疾病或事故提建议及动词短语的正确运用Ⅲ. Learning strategies培养学生根据时态的需要，在请假条中过去时和一般现在时的交错使用能力Ⅳ. Teaching aids计算机多媒体投影仪，音标卡片，单词卡片V. Teaching proceduresStage 1（5mins）：Getting students ready for learning StepTeacher activityStudent activityDesigning purpose (Group work)Greet and warm up.T: Good morning, class!T: Before new lesson, I want to check your homework. First, I need No.2 group members in each group to retell the story in Section C. The best group will be awarded.Focus their attention on the teacher.Ss: Good morning, Miss……The chosen students will do it in front of the class, and each one tries to be the best.该部分旨在让学生通过角色扮演的方式回顾上节课所学内容，为接下来的学习活动做铺垫。
Remark： Stage 2（12mins）：PresentationStepTeacher activityStudent activityDesigning purpose (group work)Finish Section C-2T: Now It’s your turn to use the story in 1a to make up a conversation between Michael, his friends and the doctor. Each group should act the play pletely. Three or four minutes for you to prepare.T: Which group would like to act in front of the class.T: Wonderful job! And I think you’d better write down your plays after class.Design a conversation in a group. Six roles are Michael, Maria, Kangkang, Jane, taxi driver and doctor. Each group acts near their seats.Two volunteer groups will show their performance.G1: Michael: Look! I’m going to try something new. ……Ouch!Maria,Kangkang and Jane: Are you all right? Are you hurt?Michael: Oh, my leg, my arm! I feel terrible!…….G2:Michael: Look, how fast! It’s cool!Maria: Be careful, Michael! It’s dangerous!Michael: Ouch!Jane: Oh! How are you feeling, Michael?Michael: Ouch, my leg! I’m feeling terrible.Kangkang:I think you should see a doctor.Jane and Maria: Don’t worry, we ’ll call a taxi at once.……Ss: Ok!该部分目的在于根据Section C-1a仿照例子创编Michael，他的朋友们以及医生和出租司机之间的对话并向全班汇报，训练学生的语言运用能力，巩固有关身体状况以及提意见的表达法。
Remark:Stage 3（10mins）：WritingStepTeacher activityStudent activityDesigning purpose 1( Individual work )Finish Section C-3 Ask the students to help Michael to plete the note for leave.T: According to the doctor’s advice, Michael has to rest at home for a week. Look at Michael’s note for leave paper, some words are missing , please help him.T: Who’d like to tell us the answers?T: Do you agree with him/her?T: Good! Are there any requirements for a leaving note?T: Good job! Now please try to write a note for leave by yourself.Correct the two notes as an example for the students to correct their own notes.Fill in the blanks in 3 .S1: had; hurt; stay; myself; for; get.Ss: Yes!S2: If you want to ask for leave, You should show your reason.S3: You should also tell the teacher how long you will be away.Write a note for leave by themselves.Two students write their notes on the blackboard.S1:Dear teacher： I am Li Tao, I was ill yesterday. I feel tired. When I saw the doctor ,he told me that I need sleep, so I want to ask for two day’s leave. Thank you . Yours sincerely, Li TaoS2:…… 该部分旨在通过帮助Michael完成请假条填空帮助学生复习巩固短文的知识点，同时向学生们展示请假条的正确写法并要求学生掌握。
2( Class work )Ask the students to finish Section D- 2.T:Miss Wang received Michael’s leave paper and she plans to write an email to Michael. Suppose you are Miss Wang , Would you please give him some advice?T: That’s fine!Ss:YesS1: Dear Michael,I’m sorry to hear that you had an accident. Are you OK now? You can rest at home and take good care of yourself. And you don’t need to worry about your study. You can ask me or other students for help after you return to school. Hope you get well soon. Yours sincerely, Wang YuyueS2:……该部分目的在于让学生运用全书所学的提建议的表达法写一封电子邮件，综合复习和巩固本话题重要词汇和表达。
Remark： Stage 4（8mins）：phonetic learningStepTeacher activityStudent activityDesigning purpose 1(Class work)Teach and learn Section B-4a.Show phonetic cards to the students: /i:/ /eI/.T: Can you have a try to read /i:/ and /eI / one by one. T: I’d like to check two groups. The first group read 4a, if they are wrong, the second group correct, and vice verse.T: Next , I will play the recording of 4a. you please read after it and make sure you can pronounce correctly.T:You did quite well. Students read after the recording, paying attention to the sound of /i:/ and /eI/. correcting their pronunciation.该部分通过听说，帮助学生了解字母e,a 以及字母组合ee,ai,ay的发音规则，训练他们进行单词拼读能力，同时掌握/i:/ /eI/的正确发音。
2(Class work)Teach and learn Section B-4b.T: Please listen to the conversation of 4b, and pay attention to the weak form and inplete plosion. T: Who can have a try to read it? Member 1 reads then member 2 checks.Explain the weak form of the underlined letters and the letters in the brackets.Read after the tape and imitate, and then use the phrases in 3 to practiceSs:……Listen to the teacher’s explanation carefully.Ss:……该部分引起学生对单词在句子中的弱读和不完全爆破的规则的注意，要求学生进行模仿和练习Remark：老师鼓励学生合作学习互相纠正语音错误，教师引导学生自行归纳字母和字母组合的发音规律，并运用已学过的词组句型来练习弱读和不完全爆破。
Stage 5（5mins）：Summarizing and assigning HMKStepTeacher activityStudent activityDesigning purpose1（Class activity)Summarize what the students learned today. Important language points are shown on the puter screen.T: OK. Class will be over soon, Now let’s summarize what we have learnt in this lesson. T:Wonderful!. I hope you can remember them. If you have difficulty understanding them,just turn to me or ask other students for help.All the students should know the meaning of the summary. S1: We learned the pronunciation of /i:/ and /eI /S2:We knew about how to write the note for leave.S3:……通过总结本节课所学知识点，让学生及时巩固新知识，加深印象。
2 (Class activity)Assign the HMK.T: After class, you need to create a dialogue about asking the patient what is wrong and give him or her some advice T: Also, please prepare Section D after class. Finish creating a dialogue after class, and prepare for the reporting tomorrow.Students learn to read vocabulary with the help of recording and the phonetic symbols, and read the dialogue after the recording. Remark：布置家庭作业时，教师要说明检查的方式，如将书面作业，可在下节课开始时进行展示等，这样学生才会认真完成VI. Blackboard design第四课时(Section C-2, 3,Section D-2,Section B-4a,4b)hurtI feel terrible /i:/ /eI/.I’m feeling terrible e aAsk for ……leave ee aiYours Sincerely ee ay ee a。