八年级上册教案设计
Unit 2 Keeping Healthy
Topic 3 Must we exercise to prevent the flu?
Section C
Ⅰ. 教材分析
本课通过李医生有关保持健康的报告，让学生清楚日常生活中应该如何保持健康。报告中还指出一些不健康行为的危害并教会学生如何避免这些不健康的行为。课后要求学生写一篇如何保持健康的文章，提出自己的建议。
Ⅱ. 学情分析
本节课的教学对象是八年级的学生，学生们已经有了一定的英语学习基础，对这样一个报告已经能够理解。教师设计了不同层次的阅读和写作任务，在任务中指导阅读和写作的技巧和策略。希望学生能够积极的参与课堂，深层次了解文本。最后联系实际从而得到情感升华。
Ⅲ. Teaching aims
1.Knowledge aims
①Learn some new words
②Know more about how to keep healthy.
2.Ability aims
①Reading skills.
②Writing skills.
3.Emotional aims
How to keep healthy in our daily life.
Ⅳ. Teaching aids
CAI; PPT； Blackboard; paper
Ⅴ. Teaching procedures
1
2
人教版（新起点）英语五下Unit《KeepingHealthy》（Lesson1） 教学设计 【内容来源】（一起点）五年级下册Unit1 【主题】Keeping Healthy 【课时】第1课时：Lesson1 一、本课教学目标 1. 能够听懂、会说too much, candy, go to bed, early, exercise, tired, drink, before, dirty, always这10个单词和短语，并尝试借助拼读规律记忆它们。 2. 能使用之前学习过的句子进行对话，操练以上词汇。 3. 能根据语境从上述词汇中选择恰当的词语填空。。 教学建议 A. Listen and number. 1. 热身、导入 (1) 教师播放本单元Fun Time中的歌曲，调动课堂气氛，让学生形成学习期待。 (2) 师生交谈，导入话题。教师可以这样提问学生：What do you like to eat/drink? Do you like eating meat? Do you like eating vegetables? Do you often wash your hands before eating? 在学生回答这些问题的过程中，教师自然引出本课有关保持健康的话题。 2. 呈现新的学习内容 (1) 教师引导学生观察Get Ready图，教师说：This is Bill. Who are they? What can you see in the picture? What should/shouldn’t they do? (2) 教师播放录音，学生带着以上问题仔细听，感知新语言。 (3) 教师再次播放录音，学生边听边完成标号练习。 (4) 教师第三次播放录音，让学生核对答案或继续完成练习。在学生核对答案的时候，教师可以鼓励他们尝试用They should/shouldn't... 这样的完整句进行表达。 3. 词汇学习和操练 (1) 词汇学习。教师借助Get Ready图提问学生（可以逐一根据图片进行提问）：What’s wrong with him/her? What should/ shouldn’t he/she do? 学生回答出来后，教师出示相应的单词或短语，带领学生朗读，然后将它们逐一贴在黑板上。
【课题】Book 3 Unit 2 Healthy Eating Reading 扶风高中张海娟 【教学目标】 Knowledge aims: Learn the usage of useful and important words and phrases. Ability aims: To develop Ss’ reading ability and ability to think and talk about healthy diet by using some phrases and structures. Emotional aims: To brainstorm students about the importance of healthy diet and encourage them to form the good habit of eating. 【教学重点】reading skills 【教学难点】how to look for important information efficiently. 【教学方法】 1.Task-based teaching and learning 2.Cooperative learning 3.Discussion 【课前准备】 PPT for teaching, some interesting proverbs about healthy diet. 【课时安排】 One period
【板书设计】I. Warming up Ⅱ. Pre-reading Ⅲ. Fast-reading (Scanning) Ⅳ. Retelling
6下 Unit3单元分析
交往互动式教学设计
结构breakfast/lunch/dinner. He/she likes______. He/she doesn’t like____. He /she only eats/drinks_______________ _______.3 组完善并修改你的 thinking map，选出一个最棒的全班展示，并把组仍未解决或有争议的问题全班讨论。 10 min Step4 Task 2呈现 刺激材料，活 用结构 Let’s debate Which food is healthier, Western food or Chinese food ? Group work: 1 小组确定辩题Western food /Chinese food. 2 组员每人给出一个理由。 若组员在表达上有困难，大 家可以帮助他组织语言。 3 组长记录整理论据。 通过辩论的方式，让学 生更喜闻乐见。通过问 题的追问，更快的理解 文本。达成目标2 12 min Step5 Task 3 引发期待行为，强化结构Give some suggestions（建议） Group work: 1 小组每人给一个建议，注意 提建议的句型结构。 2 组员如果在表达上有困难， 大家可以帮他组织语言，或纠 正语法错误。 2 组长以关键词的形式把建议 整理下来，并汇报。 通过为他们提建议，巩 固本节课所学的单词、 词组、句型，分清几个 修饰副词的正确用法。 达成目标3 Step6 Post task提供反馈评价，巩固结构Practice time Healthy diet In a healthy diet ,there is_______fruit and v____.There is also ______rice and bread .You can have _______meat and fish in your meals .You can have _____milk every Group work: 1 四人一小组，组讨论，确定 话题。 2 创设情景，人物，时间，地 点等。 3 对于表达有困难的同学，要 给予帮助，或安排容较少的句 子。 4 小剧容要涉及healthy diet 容。 通过学习，理解意思， 明白道理。高年级的学 习不仅仅是就文本而 文本，在理解这些的基 础上，能有更高的要 求，会用自己的语言说 说收获，让学生的语言 学以致用。达成目标4
仁爱版初中英语八年级上册（课改教学模式）课题 unit 2 keeping healthy 教学时间 2课时 编写者 施金炼原稿 施荣贵修改 教学目标 2.学习情态动词must和must not的用法 3.帮助学生养成良好的生活习惯 评测点 (1) i must ask him to give up smoking. (2) you must put litter into the dustbin.教学过程参考 第一课时 一．预习指导（先学） 1.告知学生本课的学习目标和重难点：
.学习情态动词must和must not的用法 讨论如何养成良好的生活习惯及其重要性 ２．检查学生自学情况 检查学生完成导学案情况（没完成的同学作为三清对象） ‚ 请几位同学朗读本课单词（每天所学单词在下午放学前组员找组长朗读过关）二．预习交流与成果展示（判断） 1.请学生试着朗读p35 1a，然后听1a录音进行纠正，再听录音全班跟读。 2.让学生再次阅读p35 1a，并回答下列问题 ①找出文中有情态动词must的句子，并翻译 ________________________ ___________________________________________ ____________________________________________________________________②查找资料或讨论回答下列问题 must是______动词，意为_________________,无______和_______的变化。它的否定形式是 _____________,缩写为_________,意为_______________,后面接动词_________。 在英语中，由“主语+must not+动词原形+其他”的句子结构 =____________________________________________(句子结构) 其一般疑问句的结构是：______+_______+动词______+其他 判断：否定回答是must not吗？，如果不是的话可以用什么回答 ____________________________________________________________________ 翻译：你一定要准时完成作业。：________________________________________ 你晚上一定不能熬夜.:________________________________________________ ③找出文中表达对吸烟的看法的句子 ____________________________________________________________________ ____________________________________________________________________ 3.翻译1a, 然后完成1b 4.分角色再次朗读1a 5.朗读并翻译2a 6.想一想其他健康的生活习惯以及好处，用must与must not表达，完成2b的表格，然后 请代表作报告 三．发现问题，解决疑难（后教） 1.学生再次阅读1a，然后找出其他重要的句子
Teaching plan SUBJECT : ENGLISH INSTRUCTOR: LIU LI CLASS: CLASS THREE , GRADE TWO Teaching content: A healthy life ( Warming up and Reading) Teaching aims: 1.Improve the students’ reading ability. 2.Get the students to understand the text fully. 3.To talk about the importance of health and the harmful effects of smoking. Teaching important and difficult points: How to help the students understand the text fully. Teaching aids: A computer , a microphone and a tape . Teaching time:45 Mins. Teaching procedures: Step 1. Greetings. Greet the Ss as usual. Step 2. warming up 1.Ask students that what their hobbies are. 2. Show some pictures on the screen and get the students to answer the following questions: 1) What are they doing? 2) Which are healthy activities while which are unhealthy activities? 3. Get the students to answer the following questions in class. 1). What kind of person can be regarded as a healthy person? 2). Do you think the people in the pictures are healthy? Conclusion:A truly healthy person is someone who is healthy in both body and mind. Step 3. Pre- reading. 1. Have you ever smoked? 2. Why do you think people start smoking? 3. Look at the following pictures and try to tell what the harmful effects of smoking are. 4. What advices would you give to someone who wanted to stop smoking? 5. Where could you get good advices on stopping smoking? Step 4. (part1) Skimming Listen to the first part and find out the main idea of each paragraph. A. The writer leads to the topic of the letter by talking about James’ problem of smoking. B. Introducing some different ways of becoming addicted.
一堂高中英语任务型阅读教学课的设计 —BOOK 3 Unit 2 Healthy eating 【教学内容介绍】 该课时是根据高一英语必修三第二单元Healthy eating学生用书中的阅读内容“come and eat here(1)”而设计的一节课，课文主要讲述了王鹏和咏慧这两家饭店之间的竞争，同时 阐述了所谓健康饮食的概念。通过整个单元的学习，学生将了解各种食物对人体的作用，与 此同时，教师也将引导学生关注平衡膳食，促使学生养成健康饮食的习惯。 【教学设计思路】 《全日制义务教育普通高级中学英语课程标准（实验稿）》把基础教育阶段英语课程的目标设定为以学生语言知识、语言技能、情感态度、学习策略和文化意识的发展为基础，培养学生英语综合语言运用能力。同时，也指出：“高中英语课程的设计与实施要有利于学生优化英语学习方式，是他们通过观察、体验、探索等积极主动的学习方式，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力。”应《标准》的要求，我将在培养学生听说读写四个能力的基础上通过对教学情境的创设，采用role playing, quiz, discussion, brainstormi ng等多种方式来进行对本单元的教学。 【学习任务分析】 本单元的中心是围绕健康饮食展开的。该篇文章通过阐述两家饭店之间的竞争来引出健康饮食这一概念。本课题的学习不仅是能让学生了解什么是健康的饮食，同时也能引导其调整自身的饮食习惯，做到健康饮食。本堂课的教学内容为“come and eat here(1)”，是在学生掌握了该单元的词汇下展开的，这篇文章是整个单元的重点。这是一篇记叙文。学生可以以地点的转换为线索来进行对本篇文章的学习。考虑到单元的整体进度，我将Warming up作为Re ading的导入部分，把Pre-reading、Reading 和Comprehending整合在一起作为一堂“精读课”。【学习者分析】 本课的授课对象是瑞安中学高一（3）班的学生，作为省一级重点高中的学生，他们的英语基础普遍比较扎实。学生们也都具备一定的听说读写的能力和一定的词汇量，而且该班
6下Unit3单元分析
交往互动式教学设计
结构breakfast/lunch/dinner. He/she likes______. He/she doesn’t like____. He /she only eats/drinks_______________ _______.3 组完善并修改你的 thinking map，选出一个最棒的全班展示，并把组仍未解决或有争议的问题全班讨论。 10 min Step4 Task 2呈现 刺激材料，活 用结构 Let’s debate Which food is healthier, Western food or Chinese food ? Group work: 1 小组确定辩题Western food /Chinese food. 2 组员每人给出一个理由。 若组员在表达上有困难，大 家可以帮助他组织语言。 3 组长记录整理论据。 通过辩论的方式，让学 生更喜闻乐见。通过问 题的追问，更快的理解 文本。达成目标2 12 min Step5 Task 3 引发期待行为，强化结构Give some suggestions（建议） Group work: 1 小组每人给一个建议，注意 提建议的句型结构。 2 组员如果在表达上有困难， 大家可以帮他组织语言，或纠 正语法错误。 2 组长以关键词的形式把建议 整理下来，并汇报。 通过为他们提建议，巩 固本节课所学的单词、 词组、句型，分清几个 修饰副词的正确用法。 达成目标3 Step6 Post task提供反馈评价，巩固结构Practice time Healthy diet In a healthy diet ,there is_______fruit and v____.There is also ______rice and bread .You can have _______meat and fish in your meals .You can have _____milk every Group work: 1 四人一小组，组讨论，确定 话题。 2 创设情景，人物，时间，地 点等。 3 对于表达有困难的同学，要 给予帮助，或安排容较少的句 子。 4 小剧容要涉及healthy diet 容。 通过学习，理解意思， 明白道理。高年级的学 习不仅仅是就文本而 文本，在理解这些的基 础上，能有更高的要 求，会用自己的语言说 说收获，让学生的语言 学以致用。达成目标4
Unit1 Story Time教学设计 【内容来源】人民教育出版社（一起点）五年级下册 Unit1 【主题】Keeping Healthy 【课时】第7课时：Story Time 一、本课教学目标 1. 能够在教师的引导下，借助图片和其他阅读策略读懂本单元的故事，完成故事后的句子排序练习，并尝试表演故事。 2. 能够通过故事学习，认识到健康才是一个人最宝贵的财富，因此每个人都要保持自己的身体健康。 教学建议 读前活动 1. 热身、导入 (1) 师生交谈，进行热身。教师说： My birthday is coming, so I wish for a new dress. I like to wear new dresses very much. When your birthday is coming, what do you wish for? 学生回答：I wish for a toy car... (2) 在充分交流和讨论的基础上，教师适时导入故事主题，对学生说：This is a story about wishes. Let’s read it. 2. 呈现故事 教师出示故事的第一幅图片，引导学生提问并预测故事内容。问题参考如下： What’s the weather like? Who is she? What does she find? What colour is the bottle? What happens next? 读中活动 1. 阅读故事 (1) 教师让学生独立阅读故事，理解故事大意。 (2) 教师提出以下问题请学生思考：How many wishes does Mrs Brown get? What are they? 然后让学生再次阅读故事，从中找到问题的答案。 (3) 学生四人一组，讨论并回答问题。组长带领组员订正答案。 (4) 教师至少请三组学生汇报自己小组的讨论结果，并将他们的回答板书下来(见以下图
人教版高中英语必修三u n i t2H e a l t h y e a t i n g教学设计 （一）教学内容分析 这是一篇介绍“饮食习惯”的文章，包括传统饮食习惯的改变日常饮食选择,旨在让学生明白健康的饮食习惯的养成是拥有健康体魄的前提。本篇文章生词量较大标题较抽象，各段主题句分布不太明显（大部分分布在段落中间）。且大部分学生对饮食与健康的关系（如人体每天必须摄入的六种基本营养成分的来源、健康饮食的重要性、什么是绿色食品等）了解较少。因此，本文的学习难度较大。 （二）教学目标 1. 语言知识目标： a)使学生了解protein, calcium等基本营养成分的来源和主要功能，健康的饮食习惯是健康的保证，以及素食主义等信息。 b)学习掌握有关营养成分与食物的词汇，如：protein、calcium 、carbohy drate 、fibre、 mineral、 vitamin 、vegetarian & vegan、 green food a nd clean food 、eco-food and organic food等，以及 keep up with ，The same goes for…以及as 和only 引导的倒装句的用法。 2. 语言技能目标： a)使学生学会克服生词障碍，通过略读，寻找文章的主题句，理清文章的总体框架与脉络；通过查读，捕捉文章的重要细节，理解作者的写作意图。 b) 使学生学会运用各种猜词技巧，猜测部分生词在具体的语言环境的含义。 c) 使学生能够运用所学知识，用英语为自己所熟悉的一个人设计一份“hea lthy diet”，并阐明设计的依据。 3.情感态度与文化意识目标： a）使学生学会审视自己、审视食物，提高养成健康饮食习惯的意识。 b）使学生懂得：健康是做好一切事情的根本。要想有强健的体魄，除了合理安排好一天的生活以外，还需要有科学、卫生的饮食习惯，每天一定量的体育活动和体力劳动。青少年必须有健康的身体，长大以后才能成为一位具有现代科学文化，适合时代要求的合格劳动者。 c）使学生学会关心他人，体贴他人，并养成较强的合作意识。 d）让学生了解一些不同的饮食观念及主张，加深对世界饮食文化的了解，弘扬中华民族饮食文化的精髓,培养爱国主义精神。 （三）教学重点和难点： 1．重点 1）让学生认识到饮食对健康的重要影响。 2）侧重培养学生对文章的整体性结构的把握，突出培养学生以下3个方面的能力： a.文章中心把握能力。 b.根据主题快速捕捉文章重点细节的能力。 c.猜词能力。 3）重点掌握有关营养成分与食物的词汇，特别是人体每天必须摄入的六种基本营养成分的词汇以及这些营养成分的来源和主要功能。 2．难点 1) 如何使学生养成科学的阅读习惯，提高阅读理解能力和语言水平。
Unit6 healthy diet Words 1.preference : n偏爱，喜爱 prefer : v更喜欢，偏好 用法：1）.prefer + 名词/动名词/不定式 2).prefer somebody to do something 宁愿某人做某事 3). prefer A to B 在 A 和 B 中更喜欢 A 4).prefer to do something rather than ...不过rather than后面可以是不定式、名词、动名词或动词原形。 例：I prefer to stay at home rather than go out in the heavy rain. 5).宾语从句 prefer that 宾语从句中常用虚拟语气。 例：I prefer that we should gather more information on that issue. 我觉得关于那个事情我们最好收集更多信息。 2.review （n）评介，评论review (v) 复习 eg：Review all the notes here. 撰写评论 eg：The book was reviewed by Hans Smith. 3.bean （n）豆，豆荚 4.beef （n）牛肉（不可数名词） 5.product （n）产品，制品produce（v）生产production（n）生产Eg:A series of technical foul-ups delayed the launch of the new product. 6.medical （adj）医疗的medicine（n）医学 7.fat (n) 脂肪fat（adj）胖的 8.sugar 食糖（不可数名词）也可作可数名词，表示“一匙食糖，一块方糖”eg:Ice cream is high in fat and sugar . How many sugars do you take?
Unit 2 Keeping Healthy Topic 1 You should brush your teeth twice a day。 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。 第五课时（Section D-1,Grammar and Functions, Project） 教学设计思路： 本节课为本话题第五课时,主要活动为1和Project。首先教师出示水果图片,教学新单词并导入１,通过阅读１完成对话下面的５个判断,接着以小组比赛的形式将所学过的表示疾病
unit2《keepinghealthy》全单元教案（仁 爱英语初二上）doc初中英语 Section A Teaching aims and demands: 1Understand the dialog about seeing a doctor. 2Learn how to express feelings and pains. 3Learn how to give advice to others. Teaching procedure: Step 1 Review Greeting to each other. The teacher and students ask each other some questions. (chain questions) For example: Teacher: How are you? Student 1: Fine, thank you, and you?(to Student 2) Student 2: I’m fine, too. (to Student 3:) How about you? Student 3: I’m fine, thanks, and you?(to Student 4) Student 4: I’m very well. (to Student 5:) How do you feel today? Student 5: I feel very well. Teacher: Why? Student 5: Because it’s a fine day today. Step 2 Presentation 1.After the questions. The teacher summarizes the feelings: We re all very well today. We feel very happy. But how does Betty feel, do you know? Then the teacher shows a picture of Betty, and helps students answer. Play the recorder, and let students find the answers according to the listening:(1a) 2.Show some more pictures,or reading passage 2, then ask and answer: What s the matter with him？ At last, the teacher writes the key words on the blackboard and explain the new words Step 3 Consolidation
How to keep healthy Lesson Type：Writing Period：1st Date：Oct. 23,Designer：He An ◆Teaching contents Topic writing How to keep healthy. ◆Teaching objectives 1. Knowledge objectives (1) Review the words about food and describe different opinions about different food. (2) Make students learn how to make healthy diet and write a composition about keeping healthy. 2. Ability objectives (1) To t rain students’ listening, speaking abilities talking about health. (2) To t rain students’ writing skills about how to keep healthy. (3) To e nlarge students’ knowledge about keeping healthy. 3. Emotional objectives The students’feelings of solicitude to their food should be brought up by introducing the healthy food. Encourage the students to make healthier diets for their parents or friends and keep healthy habits. ◆Key points & difficult points To express the reasons of eating different kinds of food. To talk about healthy habits. To train students’ writing skills about how to keep healthy. ◆Task for this whole period How to keep healthy ◆Teaching steps Step 1 Preparation （5-8分钟） Activity 1: Lead-in (1) Enjoy a piece of music about keeping healthy. Let students listen and sing a song together. Activity 2: Show the task: How to keep healthy. (1) Lis ten to Tom’s letter The teacher will lift a letter and say to students: “There is a letter for you. It’s from Tom. Maybe he has some problems and wants to ask you for help. Let’s see what happened.” Then, the teacher will ask the monitor to read the letter for the whole class. And the other students will listen and fill in the chart about Tom’s problems. (2) Show the task The teacher will ask students: What should Tom do first according to the letter? The students may say Tom should keep healthy. Then we will show the task: Write a letter to Tom about how to keep healthy. 设计思路：模拟情境：假设本节课收到一封求助信，由班长读出信件内容，各同学认真听并记下该信件提出的问题。听完信件之后，老师给出本节课任务：希望大家根据信件内容给该同学写一封回信，在信中谈谈关于如何保持健康。 Step 2 Presentation & Practice （20分钟） Activity 1Review the words about food.
Unit3 A healthy diet 教学目标 1、能熟练运用所学知识介绍自己的饮食和健康的饮食。 2、复习并熟练运用Is/ Are there…?的句型，并能在这一句型中再一次准确运用a lot of, some, a little, a few。 3、能在笔头中准确使用there be…的结构。 4、能对本单元的学习情况做出客观、公证的自评和互评。 教学重难点 1、复习并熟练运用Is/ Are there…?的句型，并能在这一句型中再一次准确运用a lot of, some ,a little, a few。 2、能在笔头中准确使用there be…的结构。 教学过程 Step1: Review(5分钟) 1.T: Is the diet of George healthy? Why? 2.T:Do you still remrember the story time? Can you say sth about Yang Ling and Mike’s diet? What’s Mike’s diet? T:How is Mike’s diet? S: Unhealthy. T: I agree with you too, but Why is it unhealthy? S: Because he likes eating sweets, cakes, and ice cream. T: Can you give him some advice? S: Mike, you can’t eat too much sweet food. T: Yes, I think so. So we should eat a little sweet food, for example, chocolate, cakes, and ice cream. Any advice for Mike? S: Mike, you should drink much water. T: Good idea, how many glasses of water should we drink every day? S:8 3.Report time: Yang Ling’s diet T:What’s about Yang Ling’s diet? How’s YL’s diet? Why? Can you show us in group? Here are some tips for you. T总结：Yang Ling’s diet is healthy, why? S: Because she eats a lot of noodles for breakfast. Because she eats an egg. Because she eats some meat and some vegetables. T: Yang Ling eats some vegetables, in fact, we should eat a lot of vegetables.(T 根据学生的回答贴图片) Step2: Checkout time 1.Stick and say（5分钟） T: I am sure you know more about the healthy diet. Can you put them in the right places? Who can finish it? T: We should eat some milk. S：In a healthy diet, we shou ld…(S把剩下的图片都贴了)
unit2《keepinghealthy》topic1教案（仁爱湘教版初二上）doc初中英语 Unit 2 Topic 1 Section A The main activities are 1a,2 and 3a. 本课重点活动是1a、2和3a。 Ⅰ.Teaching aims and demands 教学目标 1. Learn some useful words and expressions: have a cold, toothache, dentist, cough, fever, flu, headache, at night, lift 2. Help the students to learn the modals for giving advice: (1)You should go to see a doctor. (2)You shouldn’t drink coffee or tea in the evening. 3. Talk something about illnesses. 4. Learn to express sympathy for a patient and give some advice to the patients. Ⅱ. Teaching aids 教具 录音机/磁带/小黑板/卡片/图片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步复习(时刻:5分钟) 1. (通过复习，引出保持健康的话题。) (1)T: Boys and girls, now we know something about the 2018 Olympics.I want to ask you some questions. What’s the motto of the 2018 Olympic Games? S1: One World, One Dream. T: Good! Then what’s the symbol of the Olympi c Games? S2: Olympic rings. T: What’s the color of the rings? S3: … (2)T: What will you do for the Beijing Olympics in 2018? (同位之间互相讨论，畅所欲言，教师引导他们用到Unit 1学过的短语、词汇。)
Learning goals: 1.Knowledge and ability: 教学设计 课题: Unit 3 A Healthy Life Period 1: warming-up&reading (1)To learn important words and phrases about health. (2)To develop students’ ability of skimming and scanning. 2.Process and method: (1)To inspire students to think about things from different aspects. (2)To let students discuss the bad effects of smoking. (3)To help students make a summary of quitting smoking. 3.Attitude and value: To lead students to live a healthy life. Important points: To develop students’ ability of skimming and scanning. Difficult points: How to lead students to live a healthy life. Teaching methods: (1)Task-based method (2)Student-centered method (3)Pair-work and group work Teaching aids: CAI Teaching procedure：