广东省肇庆市广宁县木格中学八年级英语上册 Unit 2 Keeping healthy导学案(无答案)(新版)仁爱版

UNIT 2 Keeping HealthyTOPIC 3 Must we exercise to prevent the flu?SectionB教学目标(Objectives)：1.确保学生认识和理解一些基本单词的意义和简单口头运用（To learn the meaning and simple usages of some words and phrases）。

需要掌握的词组：speak, afternoon, question, number, certainly, use, ask, learn, put, happen, first aid.2.学习使用本单元重点句型及表达（To use the typical sentences to express）。

需要掌握的句型：May I…?Can I …?3.鼓励学生大胆发言及表达（To encourage the students to express bravely）。

4.培养学生对英语学科的兴趣（To make the students interest in English learning)。

5.增强学生听说读写译的能力（To strengthen the ability of listening, speaking, reading, writing and translating)。

教学重点（Key Points)：在学习了单词的基础上，以单词为载体，进行主要句型的学习，并了解其中的语法现象，根据具体情境，学会交流对话，侧重句型语法学习，交际意向和课外拓展为重点。

教学方法：游戏，音频，情景教学法，Pair-work两人小组活动，Group-work小组活动，多媒体辅助教学。

教学难点：学生处于初中阶段，对英语有了初步了解，词汇储备较少，对学生的要求重点是在会读会说的基础上，能掌握一些基本单词的拼写和造句，了解一定的语法内涵，与人进行简单沟通交流。

UNIT 2 Keeping HealthyTOPIC 2 I must ask him to give up smoking.Section A教案一、教学目标与要求1. 知识与能力目标熟练掌握单词，熟练运用句型：“You shouldn’t play with the CDs! You should have a good rest.”以及描述应该做的事和不应该做的事。

2. 情感态度目标培养学生良好的作息习惯。

并且对别人的建议做出正确反映。

二、教学重点及难点1. 重点是单词、句子的听、说、读、写。

运用正确的句子描述应该做的事和不应该做的事。

2. 难点是听、说的句子：“You shouldn’t stay up late! You should go to bed early.”三、课前准备1. 教师自己制作的课件和教材的配套光盘。

2. making a mess自制卡片。

四、教学步骤Step 1 Warm upGreeting (谈论天气、以及经常做的事情。

)T: hello, everybody.S: hi, teacher.T: how are you feeling today?S: fine, thanks.T: how about the weather today?S: very good.T: ok, let’s have our class.S: ok.Step 2 Presentation and practiceTalk about a picture and teaching of new word “tired”.通过词组学习，引出第一个问题“Who is tired?”初听课文，理解感知。

Step 3 Presentation of the text.1. Presentation and practice of the new sentences “You should go to bed early.”通过理解课文，回答问题“What should Kang Kang do?”将could-should结合对比语音学习。

Unit 2 Keeping HealthyTopic 1 How are you feeling today?Section ATeaching 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 ReviewGreeting 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?St udent 5: Because it’s a fine day today.Step 2 Presentation1.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 wordsStep 3 ConsolidationThe teacher acts as if he has a headache. Let students guess:What’s the matter with me?You have a headache.Ask the students for some advice:If I have a ..., what should I do?Then finish the exercises in 3a.Step 4 Practice1. Make a conversation in pairs.Finish 1b and 3b.For example:One student acts as if he has a toothache,another student ask him some questions. Let them make dialogs.2. Finish 4. Play the tape recorder.Let students find the correct picture and check the answer. Then play again. Let the students follow the readingStep 5 ProjectThe teacher gives the students some notes which have the phrases on them: have a headache, have a stomachache, have a toothache and so on. Let the students who gets the note act as if he has a headache. Let the other students guess and give a quick answer. Then give some advice on it.Section BTeaching aims and demands:1Go on talking about seeing a doctor.2Understand the dialogs about seeing a doctor.3Review how to give advice.Teaching procedure:Step 1 ReviewShow the pictures in last period. Let students give a quick answer.(chain questions)Teacher: What s the matter with him?Student 1:He has a toothache.Teacher: What should he do?Student 2:He should see a dentist.Change to another picture and go on with the question.Step 2 Presentation1. After showing the pictures in las t period. Show a new picture, which shows the conversation between Bruce and Mr.Lee. (or let the students have a look at 1.)Ask these questions:How does Bruce look?How does Bruce feel?Help students answer:Bruce looks pale!He doesn t feel very well!2. Play the tape recorder. Let students complete the dialog according to the listening:Mr.Lee: Hey, Bruce. You pale. What’s ?Bruce: Well. I have a and a .Mr.Lee: I’m to hear that. you have the .Bruce: DW〗Oh, I’m terrible.Mr.Lee:You’d better go to see a . Shall I you the ?Bruce: No, thank you! I’ll some medicine and see how it .Then let the students open their books, read the dialog in 1 and check their answers.The teacher explain the new words and language points:pale, maybe, terrible, medicineYou look pale!Shall I ...... see how it goes.Step 3 ConsolidationLet students finish 2. Make a competition. Let’s see who is the first to finish the dialog, then listen and check the answer.Make sure that the students can read the dialog correctly. Then act it out.Step 4 Practice1. Do 3. First Match the sentences. Then make up a dialog in pairs.2. Do 4.Listen and fill in the blanks. Then listen again and check the answers. Step 5 ProjectSuppose Xiao Qiang has something wrong when he is at school.(Students may have different ideas about the illnesses.) Xiao Qiang talks to Mr.Wang at Mr.Wang’s office. Make up a dialog between Xiao Qiang and Mr.Wang. Finish the dialog during 3 to 5 minutes. And then perform in front of the class.Section CTeaching aims and demands:1Learn to Listen to some materials and get information.2Learn to use what we learned.3Learn to ask for and give advice.Teaching procedure:Step 1 ReviewGreeting each other. Play the guessing game. The teacher act out different illnesses. Let students guess what it is. Ask and answer: What’s wrong with me?You have a headache/a stomachache.What should I do?You should ...You’d b etter ...Step 2 PresentationThe teacher act as if his leg hurts. Then tell students: My leg hurts.Explain the new word “hurt” and ask:What happened to me? Guess!Then lead into:I had an accident, and I hurt my leg. Someone had an accident, too. Please listen to the story.Play the tape recorder，then finish 1a and 1b.After listening to the story. Let students describe the pictures according to the tape.Play again, and let students answer the questions 1b. Then check their answers.Explain the use of “hurt”Step 3 Consolidation1. The teacher asks: What should Michael do?Let the students answer first. Then listen to the dialog 2a. And finish 2b.take some medicine.Michael should stay in bed.eat a lot of fruit and drink plenty of water.Michael shouldn t move his leg too much.2. Play the tape again. Let students follow and imitate, then check their answers according to the dialog:1.F 2. F 3. FStep 4 Practice1. Pair work: Suppose one is a doctor, the other isa patient. Make up a dialog and act it out.2. Chain story: The teacher may give the beginning. Let the students continue with the story one by one.For example:Teacher: Yesterday Xiao Ming played basketball with his friends.Student A: Suddenly he fell down and hurt his left arm.Student B:...Step 5 ProjectHave a competition: Divide the class into groups. Each group begins a story from the first student to the last. One sentence ea ch. At last, let’s see which group has the best story in the shortest time.Section DTeaching aims and demands:1Sum up the sentence patterns and useful expressions in Topic 1.2Improve listening and speaking skills to writing skills.3Lead up suggestion voice to other topic. Teaching procedure:Step 1 ReviewAsk some questions about what they learned in the last period.Who had an accident?What was wrong with him?Who went to call a taxi?What was Dr.Jiang s advice to Michael?Who came to visit Michael in hospital?Let students retell the story of Michael according to these questions.Step 2 Presentation1. The teacher shows a letter and tell: This is a letter from Peter to Lily. But it’s not completed. Let’s help Peter to complete this letter.Let students finish 1a then read the passage loudly. Notes: 1) not... until...2) worry about ...2. The teacher asks some questions about the passage:1) Why can t Peter read the books?2) What was wrong with Peter?3) How did Peter get sick?4) How was Peter’s sister?While students are answering these questions, the teacher writes some key words on the blackboard.couldn t — until — had — weekend — a sore throat —a toothache — Friday — football — flu — sister — sick —coughedThen let the students retell the story according to the above words.Step 3 ConsolidationDo 1b. First give Peter some advice orally, then let students write down their answers. Ask some students to read their answers, then help them check the answers.Step 4 Practice1. Do 3.Put the sentences into the right blanks. Read the dialog in pairs.2. Divide the class into two groups. Think of some problems about health. Ask each other for help. Give some advice to solve the problem. The group which can t solve the problem will lose.Step 5 ProjectWork in groups. Four in one group. Each student goes over one section of Topic 1. Summarize the language points. At last, share with each other.Topic 2 Is it good for your health?Section ATeaching aims and demands:1.Learn to talk about the topic of the healthy living habits.2.Learn to use the gerund as the subject.3.Go on practicing how to give advice.Teaching procedure:Step 1 ReviewShow some pictures of Topic 1.Section 1, ask and answer:Teacher:What s wrong with him?Student:He has a headache.Teacher:I think he should/shouldn t...Teacher:What s the trouble with her?Student:She has a cold.Teacher:She had better(not)...Review like this.Step 2 Presentation1Teacher:Kangkang is also feeling terrible today. What s the trouble with him?Play the tape. Let students answer the questions according to listening.2Explain the new words: stay up late, health, tonight. Play again. Let students follow and imitate the reading.(1a)3Do 1b. Students practice and act it out.Step 3 Consolidation1 Play the tape. Let students do 2.2Play again, let students follow and imitate the reading.Check the answer to “How did Wang Jun get a headache?”Step 4 Practice1Do 3: Pair work.Teacher:If I have a headache, what should I do?Student:You should/shouldn t.../You d better(not)...Then students ask and answer questions like this. (chain questions) 2Teacher:Bad habits can cause headache or other illness. So we should have good hadits.Explain “habit”, then write down “habit” and “good/bad”. Students do 4a.3Teacher:What other habits do you have?Student:I like getting up late.Teacher:Is getting up late good or bad for your health? Students:...Students work in pairs like this, finish 4b:A: Is ... good or bad for your health?B: It s good/bad....Step 5 Project1. Group work: Four students work in one group. Talk about what are healthy habits, and what are unhealthy habits. Try to use these sentences:(4b)—Is going to bed early good or bad for your health?—It’s good.Then choose one student to write down the result. And choose a speaker to give a report to the whole class.For example: We think that going to bed early is good for our health.So we should go to bed early every day.Playing sports after meals is bad for our health.So we shouldn t play sports after meals.Section BTeaching aims and demands:1Go on learning good habits to keep healthy.2Improve from “listen, read” skills to “speak, write” skills step bystep.3Master “must” and “must not”.Teaching procedure:Step 1 ReviewGo on with the report on healthy habits. The teacher point out the language points:Doing sth is good/bad for ...You should do ...Step 2 Presentation1. The teacher write some habits on the blackboard.For example: eat breakfastgo out for a walkgo to bed early and get up earlydrink plenty of waterThen the teacher summarize: These are all healthy habits.But do you know why they can help us keep healthy?2. Play the tape recorder. Let the students find out the answers according to listening. (1a) First play once, if the students can not find all the answers. Play again. Then write down the key words for the answers on the blackboard:eat breakfast——gives ... energy ...go out for a walk —— good exercise ... necessary...drink plenty of water ——...good...health.go to bed early and get up early ——... keep...active... daytime.The teacher points out the new words. Make sure that the students can read and understand them exactly.Step 3 Consolidation1. Let students retell the passage according to the key words on the blackboard.2. Do 1b, write the vocabularies to finish the sentences.Step 4 Practice1. Do 2a. Let students speak the sentences orally:Ｙou must wash hands before meals. You must not read in strong sunlight.2. Then let students write more sentences by using “You must ...” and “You must not ...”.Step 5 Project1. Work in groups. Four students work in one group. Finish 2b. Choose one student to write down the result, and another student to give a report to the whole class.2. The students who has no chance to report should practice more after class and get ready to report in the next period.Section CTeaching aims and demands:1 Improve students’ablities from listening, speaking to reading.2Learn to get information from the passage by skimming.3Learn to summerize by scanning.Teaching procedure:Step 1 Review1. Let some students give a report on the project they finished in last period. The teacher points out the important sentences:You must .../You must not...2. Let the students think about the causes of the headache. And try to give some answers.Step 2 Presentation1. Play the tape recorder 1a. Let students tell “True” or “False” about these sentences:1)A headache is a disease.2)A headache may show that something in your body is wrong.3)We may have more than one headache each week.4)Headaches can often make you worried.5)You needn t go to see the doctor when you have a headache. The teacher can write down these sentences on flash cards before class, or he can read them after playing the tape.2. Skimming. Let students read the passage quickly and master the main idea. Underline the new words and the teacher explains them.3. Scanning. Read the passage more carefully. Then finish the questions in 1a.Step 3 ConsolidationThe teacher check the students’ answers. Then write some key words of the answers on the blackboard. Let the students retell the passage according to the key words.1)not a disease —— show —— wrong2)a fever —— other illnesses3)may get a headache whenwork —— hardcan t —— enough sleep exercise —— emptyStep 4 PracticeLet the students discuss: How does a body become sick?Then do 2a. Let students tell the ways of becoming sick:1)through the nose2)through the mouth3)through the skinStep 5 Project1. According to the result of Step 4. Let the students find out some ways to stop germs 2b. First speak some sentences orally. Make sure to use “We should .../should not...” and “We must.../must not...”.2. After the oral practice, let each of the students write at least 5 sentences about how to stop germs.Section DTeaching aims an demands:1Go on learning what are healthy habits.2Improve the students listening, speaking, reading and writing skills.3Summerize the grammar focus and useful expressions in the topic. Teaching procedure:Step 1 Review1. Let some students report the project in last period. The teacher point out the language points.2. The teacher asks the students something about healthy habits.For example:—What are healthy habits?—Going to bed early is good for our health.—Doing morning exercises is a healthy habit.Step 2 Presentation1. After talking about healthy habits. The teacher asks something about healthy foods.Show some pictures and put them on the blackboard, and write thenames of the foods. Make sure the students can read all of them.2. Let the students divide these foods into groups. finish 1b.3. Let students tell which are healthy foods and which are unhealthy foods.Step 3 Consolidation1. Play the tape recorder 1a. Complete the passage according to the listening.As we know, gives us energy. We must have to keep us . Of course, we must also have the of . We should eat more and and less . A cup of and an a day can help make us . Different help us in different . Too , too or a choice of can make us .2. Play again. Let the students follow and imitate the reading.Step 4 PracticeLet the students do 3 by themselves. Then give a report to the whole class.Step 5 Project1. Let students go over all the pattern sentences in this topic 2a, 2b. Finish the writing project 3 by using the sentences they have learned in Topic2. Each student writes at least 5 sentences.2. Write a short passage which contains 6080 words.Title: How to Keep HealthyInstruction: Try to use the sentences you have learned in Topic 2 as many as possible.Topic 3 We should do our best to fight SARS.Section ATeaching aims and demands:1Talk about how to fight SARS.2Learn how to interview others.3Master the words “should” and “shouldn t”.Teaching procedure:Step 1 ReviewLet the students tell good habits and bad habits. Use these sentences: We should do ...We shouldn t do ...We must do ...We must not do ...We don t have to ...Step 2 Presentation1. First the teacher says to the students “Good habits can help us to keep healthy. But bad habits can cause diseases. In 2003, there was a serious disease called SARS （Severe Acute Respirators Syndrone)”. Then ask them, “what do you know about SARS?” Ask the students to talk about “SARS”.2. Introduce Kangkang s father to the students. Then the students listen to the dialog and answer the questions:—What do you know about SARS according to the listening?—It spreads easily among people.Play again, ask more questions:—What should we do to stop it?—We’d better have a balanced diet and take more exercise.—We must not go to the crowded places.Step 3 Consolidation1. Play the tape recorder, and let students follow the tape and imitate.2. Do 1b, and finish the questions in pairs.Step 4 Practice1. Let students think of more good ideas to stop SARS away from us.2. Do 2, then make up dialogs in pairs.Step 5 Project1. Make an interview: Four in one group. Suppose one of them is a journalist and the others are doctors. He asks questions, the other three answer.2. Every student writes at least three sentences about how to fight SARS.Section BTeaching aims and demands:1Learn how to make a telephone call.2Make sure you can take a message of a telephone call.3Make sure you can read the telephone message.Teaching procedure:Step 1 Review1. Let student retell at least three sentences about how to fight SARS.2. Ask and answer about Kankang’s father:What’s Kangkang’s father?Where is he now?Why can t he go home?Step 2 Presentation1. The teacher lead into: Kangkang misses his father very much. What should he do?The students may answer: He should call his father.2. Listen to the dialog 1a and answer questions:1)Can Kangkang’s father answer the phone? Why or why not?2)What is he doing now?3)What does Kangkang tell his father?4)What will Miss Hu do?3. Play the tape again, and finish 1b.Step 3 ConsolidationLet students read 2. Put the sentences in the right order, and make up a new similar dialog.Step 4 Practice1. Read the telephone messages 1b. Complete the dialog according to the information from the messages.2. Listen to the tape. Follow and imitate.Step 5 ProjectSuppose you are calling Xiao Wang. But he’s not in. His mum answers the telephone call. You ask her to give him a message. Tell him to go to the zoo with you at 8∶ 30 tomorrow morning.Let students make up a dialog in pairs, then act it out.Section CTeaching aims and demands:1Learn how to do the skimming and get information.2Master the simple past tense.Teaching procedure:Step 1 Review1. Ask some questions about SARS:What do you know about SARS?What should we do to stop SARS away from us?2. Let some students introduce something about Kangkang’s father.What do you know about Kangkang’s father?Step 2 Presentation1. Read the passage 1a, let students tell“True” o r “False”.1)Kangkang’s father was a patient in Xiaotangshan Hospital.2)Kangkang’s father could talk with his family on the phone.3)SARS is a kind of serious disease.2. Read the passage more carefully. Answer the questions 1b. The teacher writes some key words on the blackboard:doctor — SARS — serious — hospital — couldn t — home —talk — phone — missed — duty — saveStep 3 Consolidation1. Using the key words on the blackboard, retell the story in 1a.2. Rewrite the story with your own words,and finish 1b.Step 4 Practice1. Listening practice: Listen to the dia log and finish the chart below:Names How did they spend their time at home? How did they think about it?Kangkang on the Internet.Michael hadto and .Jane her mother at home.Maria a lot of stories at home.2. Finish 3b, 3c.Step 5 Project1. Work in groups. Four in one group. Each of thestudents acts one character: Kangkang, Michael, Jane and Maria. Act out the dialog according to the information in the chart. 2.Work in groups. Make a survey and complete the chart below:NamesHow did you spend your time last Sunday? How did you think about it? 1 2 3 4Choose one speaker to give a report.3.Finish 3c.Let students make up a passage about Kangkang’s father.Section DTeaching aims and remands: 1Summerize the grammer focus and useful expressions in topic3. 2Improve the listening, speaking, reading and writing skills. 3Go on talking about health.Teaching procedure: Step 1 Review1. Chain questions. Ask the students to answer the following questions quickly:Did you have breakfast this morning? What did you have for breakfast? Where do you usually have lunch?What do you have for lunch?When do you usually have supper?What do you have for supper?What is your favorite food?Which foods are good for your health?2. Ask and answer in pairs3. Then retell the answers to the class.Step 2 Presentation1. Look at the pictures 1. Describe the differences between these two pictures.2. Play the tape recorder. Choose the correct picture.3. Listen to the tape again, then write down the answers in 1. The teacher writes some key words of the answers on the blackboard. Step 3 Consoli dation1. Retell the passage according to the key words.2. Let the students go over the language points in Topic3. Do2a, 2b.Step 4 PracticeMake a survey to each other. ( Four in one group)Complete the chart below:Names What good habits do you have? What bad habits do you have? 1234Choose one speaker to give a report. Give him some advice on how to change his bad habits.Step 5 Project1Discover the information about an illness in 5. If the students can t finish it in class, give them enough time to study and find more information after class.2Using the information in Topic 3, ask the students to write a short passage on how to fight the flu.3Enjoy this song “Auld Lang Syne”。

Un it 2 topic 2Un it 2 topic 2 Sectio n D1. 掌握本部分重点词组和句型。

2. 复习整个单元，并会用情态动词围绕健康的生活习惯展开话题。

1.认真阅读 Unit2 Topic2 Section D2.记本部分单词、学案所列出的词组和句型;教学内容自主预习 Preparati onI .英汉互译下列单词并标上词性。

1. than ________ ( ) __________ ( ) 2」ess _________ ()3. ____________ bee ( ) ______________4.cabbage5.财富，财产 ____________ ( )6.7.香肠，腊肠 ____________ ( )8.9.西红柿 ____________ ( ) 10. 11. _______________ 三明治( ) 12.n .在课本中找出下列短语划在书上并翻译1. ______________________ 众所周知2.3. ___________________________ 以不同的方式 ____________________________ 4. 5.太多 __________________ 6.川.翻译并熟记下列句子.____ ()选择 _________ () 草莓 _________ ()土豆，马铃薯 ____________ () 西瓜 ___________ ()当然 ________________ 太少 _______________健康的饮食习惯 __________________1.众所周知，健康比财富更为重要。

教学目标重点难点授课日期及时段，并对语言点、难点做出标记;2. 我们应该多吃水果和蔬菜而少吃肉。

2233 •每天一杯牛奶和一个鸡蛋有助于我们更强壮。

4 •对于我们来说，养成一种健康的饮食习惯是必要的。

5 .不同的食物以不同的方式促进了身体健康。

八年级上册教案设计Unit 2 Keeping HealthyTopic 2 I must ask him to give up smoking.Section AⅠ. Material analysis本课时的主要活动为1a和3a。

第二单元谈论如何保持健康，第二话题谈论了影响健康的好习惯和坏习惯，引出了本课的语法重点：情态动词must +动词原形，表示建议、劝告。

同时引出了动名词做主语的常用句式：Staying up late is bad for your health. 通过学习Section A, 让学生能够辨别好习惯与坏习惯，从而帮助他们养成好习惯，戒掉坏习惯。

课后要求学生会用动名词做主语造句，能用must提建议。

Ⅱ. Teaching aimsKnowledge aims：1. 能正确运用动名词短语做主语进行书面表达：Staying up late is bad for your health.2. 能正确地运用must, mustn’t提建议:You must have a good rest.You mustn’t throw litter around.Skill aims：1. 能听懂有关影响健康的好习惯和坏习惯的对话。

2. 能熟练地运用must, mustn’t提建议。

3. 能正确朗读有关影响健康的好习惯和坏习惯的对话或文章。

Emotional aims：通过语言学习，影响学生的自身品格，要学会辨别好习惯与坏习惯，养成好习惯，戒掉坏习惯，保持健康。

Ⅲ. The key points and difficult pointsKey points：look tired, watch a soccer game, go to bed late, put litter into dustbin, throw litter around, keep fingernails long, wash hands before meals, go to school without breakfast等短语的理解及运用。

八年级英语上册Unit 2 Keeping Healthy Topic 2 I must ask him to give up smoking能力提升训练二（新版）仁爱版编辑整理：尊敬的读者朋友们：这里是精品文档编辑中心，本文档内容是由我和我的同事精心编辑整理后发布的，发布之前我们对文中内容进行仔细校对，但是难免会有疏漏的地方，但是任然希望（八年级英语上册Unit 2 Keeping Healthy Topic 2 I must ask him to give up smoking能力提升训练二（新版）仁爱版）的内容能够给您的工作和学习带来便利。

同时也真诚的希望收到您的建议和反馈，这将是我们进步的源泉，前进的动力。

本文可编辑可修改，如果觉得对您有帮助请收藏以便随时查阅，最后祝您生活愉快业绩进步，以下为八年级英语上册Unit 2 Keeping Healthy Topic 2 I must ask him to give up smoking能力提升训练二（新版）仁爱版的全部内容。

Unit 2 Topic 2 I must ask him to give up smoking能力提升训练二一。

根据短文内容及首字母提示补全单词Why are we always tired， do you know？ Firstly， if we can't sleepw 1 , we will be tired。

But we are often too busy。

We can’t finish our work in the day and we m 2do it at night. We go to bed l 3 and get up early。

So we c 4 sleep well。

Most people n 5 eight hours and some more. If we sleep for only five or six hours a night， we m 6 be tired. Secondly， when we are ill, we will be t 7 , too. But we don’t know we are ill. So if you are always tired, maybe you are not so h 8 . You'd better go to see a doctor。

Unit 2 Keeping HealthyTopic 2 I must ask him to give up smoking.Section DⅠ. Material analysis本课时的主要活动为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目标定位Knowledge aims：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。

Emotional aims：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. The key points and difficult pointsKey points：用以下短语造句并提出建议：take shower often, wash hands before meals, tid y our room, open the window, drink sour milk, spit in public.Diffi cult points：填空中对情态动词的正确选择。

Ⅳ. Learning strategies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. Teaching aidsComputer multimedia projectorEveryday saying: A little spark kindles a great fire. 星星之火，可以燎原。