unit2《keepinghealthy》topic1教案(仁爱湘教版初二上)doc初中英语

英语初二上仁爱湘教版unit2keepinghealthyt1sd教学案课题Unit2KeepingHealthyTopic1You'dbettergotoseeadoctor.SectionD 教学时间1课时编写者施金炼原稿施荣贵修改教学目标一、预习目标1.学习新单词，词组和短语2.学习一些有用的表达法3.学习将所学表达建议及劝告的交际用语用于实际生活中4.了解电子邮件的格式1.评测点Learnsomenewwordsandphrases:sick,both...and,ice,icecream,coldpill2.Learntousethesentencepatternsexpressingsuggestionsandadviceindailylife.3.Gettoknowtheformatofanemail.4.Learnsomeusefulexpressions(1)You'dbetterdrinkhotteawithhoney(2)You'dbettertakesomecoldpills.(3)Ilikeitverymuch,butIcouldn'treadituntiltoday.(4)Thankyoufortheinterestingbook.(5)...bothyouandyoursisteraresick.教学过程参考第一课时一．预习指导〔先学〕告知学生本课的学习目标和重难点：学习新单词，词组和短语学习一些有用的表达法学习将所学表达建议及劝告的交际用语用于实际生活中了解电子邮件的格式２、检查学生自学情况①检查学生完成导学案情况〔没完成的同学作为三清对象〕②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.尝试自己拼读新单词并识记2.阅读P311a，并回答以下问题①观看1a说一说电子邮件的格式_______________________________________________________________________________ _________________________________________________________②文章所用的要紧时态是_______________，找出文中所有的谓语动词，并写出它们的原型谓语动词____________________________________________________________对应的原型__________________________________________________________③认真阅读1a，猜猜空格中可能填写的单词，将不懂的地方做好标记3.听录音完成1a4.完成1b，写一封邮件给Peter，向他提供一些治病的建议三、发明问题，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_______________________________________________________________________________ _______________________________________________________________________________ _________________________________________________2.教师讲解重要句子和学生的疑难点〔以学生讲解教师补充总结为主〕1.Ilikeitverymuch,butIcouldn'treadituntiltoday.Until既可做介词，后接一个时间名词；也可作连词，引导一个时间状语从句，在这句话中，until是作介词。

unit2《keepinghealthy》全单元教案（仁爱英语初二上）doc初中英语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?Student 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 last 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 better ...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 each. At last, let’s s ee 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 hel p 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 by step.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 theblackboard.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 f ather: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〞 or 〝False〞.1)Kangkang’s fath er 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 dialog 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 Consolidation1. Retell the passage according to the key words.2. Let the students go over the language points in Topic3. Do 2a, 2b.Step 4 PracticeMake a survey to each other. ( Four in one group)Complete the chart below:4Choose 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〞。

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?Student 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 last 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 dialogin 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 better ...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. F3. F Step 4 Practice1. Pair work: Suppose one is a doctor, the other is a 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 each. 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 by step.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 the names of the foods. Make sure the students can read all of them.2. Let the students divide these foods into groups. finish1b.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” or “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 dialog and finish the chart below:Names How did they spend their time at home? How did theythinkabout 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 the students 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:Names How did you spend your time lastSunday?How did you think aboutit?1234Choose 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 topic 3.2Improve 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 Consolidation1. Retell the passage according to the key words.2. Let the students go over the language points in Topic3. Do 2a, 2b.Step 4 PracticeMake a survey to each other. ( Four in one group)Complete the chart below:234Choose 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”。

英语初二上仁爱湘教版unit2keepinghealthy全单元教案SectionATeachingaimsanddemands:1Understandthedialogaboutseeingadoctor.2Learnhowtoexpressfeelingsandpains.3Learnhowtogiveadvicetoothers. Teachingprocedure:Step1 ReviewGreetingtoeachother.Theteacherandstudentsaskeachoth ersomequestions.(chainquestions)Forexample:Teacher: Howareyou?Student1:Fine,thankyou,andyou?(toStudent2)Student2:I’mfine,too.(toStudent3:)Howaboutyou?Student3:I’mfine,thanks,andyou?(toStudent4)Student4:I’mverywell.(toStudent5:)Howdoyoufeeltoday? Student5:Ifeelverywell.Teacher: Why?Student5:Becauseit’safinedaytoday.Step2 Presentation1.Afterthequestions.Theteachersummarizesthefeelings:We reallverywelltoday.Wefeelveryhappy.ButhowdoesBettyfeel,doyouknow? ThentheteachershowsapictureofBetty,andhelpsstudentsanswer. Playtherecorder,andletstudentsfindtheanswersaccordingtothel istening:(1a)2.Showsomemorepictures,orreadingpassage2,thenaskand answer:What sthematterwithhim？Atlast,theteacherwritesthekeywordsontheblackboardandexplain thenewwordsStep3 ConsolidationTheteacheractsasifhehasaheadache.Letstudentsguess:What’sthematterwithme?Youhaveaheadache.Askthestudentsforsomeadvice:IfIhavea...,whatshouldIdo?Thenfinishtheexercisesin3a.Step4 Practice1.Makeaconversationinpairs.Finish1band3b. Forexample:Onestudentactsasifhehasatoothache,anotherstudentaskhims omequestions.Letthemmakedialogs.2.Finish4.Playthetaperecorder.Letstudentsfindthecor rectpictureandchecktheanswer.Thenplayagain.Letthestudentsfo llowthereadingStep5 ProjectTheteachergivesthestudentssomenoteswhichhavethephr asesonthem:haveaheadache,haveastomachache,haveatoothachean dsoon.Letthestudentswhogetsthenoteactasifhehasaheadache.Le ttheotherstudentsguessandgiveaquickanswer.Thengivesomeadvi ceonit.SectionB Teachingaimsanddemands:1Goontalkingaboutseeingadoctor.2Understandthedialogsaboutseeingadoctor.3Reviewhowtogiveadvice.Teachingprocedure:Step1 ReviewShowthepicturesinlastperiod.Letstudentsgiveaqui ckanswer.(chainquestions)Teacher: What sthematterwithhim?Student1:Hehasatoothache.Teacher:Whatshouldhedo?Student2:Heshouldseeadentist.Changetoanotherpictureandgoonwiththequestion. Step2 Presentation1.Aftershowingthepicturesinlastperiod.Showanewpictu re,whichshowstheconversationbetweenBruceandMr.Lee.(orletthe studentshavealookat1.)Askthesequestions:HowdoesBrucelook?HowdoesBrucefeel?Helpstudentsanswer:Brucelookspale!Hedoesn tfeelverywell!2.Playthetaperecorder.Letstudentscompletethedialoga ccordingtothelistening:Mr.Lee:Hey,Bruce.You pale.What’s ?Bruce:Well.Ihavea anda .Mr.Lee:I’m tohearthat. youhavethe .Bruce:DW〗Oh,I’m terrible.Mr.Lee:You’dbettergotoseea .ShallI you the?Bruce:No,thankyou!I’ll somemedicineandseehowit .Thenletthestudentsopentheirbooks,readthedialogin1an dchecktheiranswers.Theteacherexplainthenewwordsandlanguagepoints:pale,maybe,terrible,medicineYoulookpale!ShallI......seehowitgoes.Step3 ConsolidationLetstudentsfinish2.Makeacompetition.Let’sseewhoisthefirsttofinishthedialog,thenlistenandchecktheans wer.Makesurethatthestudentscanreadthedialogcorrectly.Th enactitout.Step4 Practice1.Do3.FirstMatchthesentences.Thenmakeupadialoginpai rs.2.Do4.Listenandfillintheblanks.Thenlistenagainandchecktheanswers. Step5 ProjectSupposeXiaoQianghassomethingwrongwhenheisatschool.(Studentsmayhavedifferentideasabouttheillnesses.)XiaoQiangta lkstoMr.WangatMr.Wang’soffice.MakeupadialogbetweenXiaoQiangandMr.Wang.Finishthedi alogduring3to5minutes.Andthenperforminfrontoftheclass.SectionC Teachingaimsanddemands:1LearntoListentosomematerialsandgetinformation.2Learntousewhatwelearned.3Learntoaskforandgiveadvice. Teachingprocedure:Step1 ReviewGreetingeachother.Playtheguessinggame.Theteacherac toutdifferentillnesses.Letstudentsguesswhatitis.Askandansw er:What’swrongwithme?Youhaveaheadache/astomachache.WhatshouldIdo?Youshould...You’dbetter...Step2 PresentationTheteacheractasifhisleghurts.Thentellstudents:Myle ghurts.Explainthenewword“hurt”andask:Whathappenedtome?Guess!Thenleadinto:Ihadanaccident,andIhurtmyleg.Someonehadanaccident, too.Pleaselistentothestory.Playthetaperecorder，thenfinish1aand1b.Afterlisteningtothestory.Letstudentsdescribethepic turesaccordingtothetape.Playagain,andletstudentsanswerthequestions1b.Thenc hecktheiranswers.Explaintheuseof“hurt”Step3 Consolidation1.Theteacherasks:WhatshouldMichaeldo? Letthestudentsanswerfirst.Thenlistentothedialog2a.Andfinis h2b.takesomemedicine. Michaelshouldstayinbed. eatalotoffruitanddrinkplentyofwater.Michaelshouldn tmovehislegtoomuch.2.Playthetapeagain.Letstudentsfollowandimitate,the nchecktheiranswersaccordingtothedialog:1.F 2.F3.FStep4 Practice1.Pairwork:Supposeoneisadoctor,theotherisapatient. Makeupadialogandactitout.2.Chainstory:Theteachermaygivethebeginning.Letthes tudentscontinuewiththestoryonebyone.Forexample:Teacher: YesterdayXiaoMingplayedbasketballwithhisfriends. StudentA:Suddenlyhefelldownandhurthisleftarm. StudentB:...Step5 ProjectHaveacompetition:Dividetheclassintogroups.Eachgrou pbeginsastoryfromthefirststudenttothelast.Onesentenceeach. Atlast,let’sseewhichgrouphasthebeststoryintheshortesttime.SectionD Teachingaimsanddemands:1 SumupthesentencepatternsandusefulexpressionsinTopic1.2Improvelisteningandspeakingskillstowritingskills.3Leadupsuggestionvoicetoothertopic. Teachingprocedure:Step1 ReviewAsksomequestionsaboutwhattheylearnedinthelastperiod.Whohadanaccident?Whatwaswrongwithhim?Whowenttocallataxi?WhatwasDr.Jiang sadvicetoMichael?WhocametovisitMichaelinhospital?LetstudentsretellthestoryofMichaelaccordingtotheseq uestions.Step2 Presentation1.Theteachershowsaletterandtell:ThisisaletterfromPe tertoLily.Butit’snotcompleted.Let’shelpPetertocompletethisletter.Letstudentsfinish1athenreadthepassageloudly.Notes:1)not...until...2)worryabout...2.Theteacheraskssomequestionsaboutthepassage:1)Whycan tPeterreadthebooks?2)WhatwaswrongwithPeter?3)HowdidPetergetsick?4)HowwasPeter’ssister? Whilestudentsareansweringthesequestions,theteacherwritessom ekeywordsontheblackboard.couldn t—until—had—weekend—asorethroat—atoothache—Friday—football—flu—sister—sick—coughed Thenletthestudentsretellthestoryaccordingtotheabovewords. Step3 ConsolidationDo1b.FirstgivePetersomeadviceorally,thenletstudents writedowntheiranswers.Asksomestudentstoreadtheiranswers,the nhelpthemchecktheanswers.Step4 Practice1.Do3.Putthesentencesintotherightblanks.Readthedial oginpairs.2.Dividetheclassintotwogroups.Thinkofsomeproblemsab outhealth.Askeachotherforhelp.Givesomeadvicetosolvetheprobl em.Thegroupwhichcan tsolvetheproblemwilllose.Step5 ProjectWorkingroups.Fourinonegroup.Eachstudentgoesoverones ectionofTopic1.Summarizethelanguagepoints.Atlast,sharewithe achother.Topic2 Isitgoodforyourhealth?SectionA Teachingaimsanddemands:1.Learntotalkaboutthetopicofthehealthylivinghabits.2.Learntousethegerundasthesubject.3.Goonpracticinghowtogiveadvice. Teachingprocedure:Step1 ReviewShowsomepicturesofTopic1.Section1,askandanswer:Teacher:What swrongwithhim?Student:Hehasaheadache.Teacher:Ithinkheshould/shouldn t...Teacher:What sthetroublewithher?Student:Shehasacold.Teacher:Shehadbetter(not)...Reviewlikethis.Step2 Presentation1Teacher:Kangkangisalsofeelingterribletoday.What sthetroublewithhim?Playthetape.Letstudentsanswerthequestionsaccordingtolisteni ng.2Explainthenewwords:stayuplate,health,tonight.Playagain.Lets tudentsfollowandimitatethereading.(1a)3Do1b.Studentspracticeandactitout.Step3 Consolidation1Playthetape.Letstudentsdo2.2Playagain,letstudentsfollowandimitatethereading. Checktheanswerto“HowdidWangJungetaheadache?”Step4 Practice1Do3:Pairwork.Teacher:IfIhaveaheadache,whatshouldIdo?Student:Youshould/shouldn t.../You dbetter(not)... Thenstudentsaskandanswerquestionslikethis.(chainquestions)2Teacher:Badhabitscancauseheadacheorotherillness.Soweshouldh avegoodhadits.Explain“habit”,thenwritedown“habit”and “good/bad”.Studentsdo4a.3Teacher:Whatotherhabitsdoyouhave?Student:Ilikegettinguplate.Teacher:Isgettinguplategoodorbadforyourhealth? Students:...Studentsworkinpairslikethis,finish4b:A:Is...goodorbadforyourhealth?B:It sgood/bad....Step5 Project1.Groupwork:Fourstudentsworkinonegroup.Talkaboutwha tarehealthyhabits,andwhatareunhealthyhabits.Trytousethesese ntences:(4b)—Isgoingtobedearlygoodorbadforyourhealth?—It’sgood.Thenchooseonestudenttowritedowntheresult.Andchooseaspeakert ogiveareporttothewholeclass.Forexample:Wethinkthatgoingtobedearlyisgoodforourhealth. Soweshouldgotobedearlyeveryday. Playingsportsaftermealsisbadforourhealth.Soweshouldn tplaysportsaftermeals.SectionB Teachingaimsanddemands:1Goonlearninggoodhabitstokeephealthy.2Improvefrom“listen,read”skillsto“speak,write”skillsstepbystep.3Master“must”and“mustnot”. Teachingprocedure:Step1 ReviewGoonwiththereportonhealthyhabits.Theteacherpointout thelanguagepoints:Doingsthisgood/badfor...Youshoulddo...Step2 Presentation1.Theteacherwritesomehabitsontheblackboard. Forexample:eatbreakfastgooutforawalkgotobedearlyandgetupearlydrinkplentyofwaterThentheteachersummarize:Theseareallhealthyhabits. Butdoyouknowwhytheycanhelpuskeephealthy?2.Playthetaperecorder.Letthestudentsfindouttheanswe rsaccordingtolistening.(1a)Firstplayonce,ifthestudentscanno tfindalltheanswers.Playagain.Thenwritedownthekeywordsforthe answersontheblackboard:eatbreakfast——gives...energy... gooutforawalk——goodexercise...necessary... drinkplentyofwater——...good...health. gotobedearlyandgetupearly——...keep...active...daytime. Theteacherpointsoutthenewwords.Makesurethatthestudentscanre adandunderstandthemexactly.Step3 Consolidation1.Letstudentsretellthepassageaccordingtothekeywords ontheblackboard.2.Do1b,writethevocabulariestofinishthesentences. Step4 Practice1.Do2a.Letstudentsspeakthesentencesorally:Ｙoumustwashhandsbeforemeals.Youmustnotreadinstrongsunlight.2.Thenletstudentswritemoresentencesbyusing “Youmust...”and“Youmustnot...”.Step5 Project1.Workingroups.Fourstudentsworkinonegroup.Finish2b. Chooseonestudenttowritedowntheresult,andanotherstudenttogiv eareporttothewholeclass.2.Thestudentswhohasnochancetoreportshouldpracticemo reafterclassandgetreadytoreportinthenextperiod.SectionC Teachingaimsanddemands:1Improvestudents’ablitiesfromlistening,speakingtoreading.2Learntogetinformationfromthepassagebyskimming.3Learntosummerizebyscanning. Teachingprocedure:Step1 Review1.Letsomestudentsgiveareportontheprojecttheyfinishedinlastperiod.Theteacherpointsouttheimportantsentences: Youmust.../Youmustnot...2.Letthestudentsthinkaboutthecausesoftheheadache.A ndtrytogivesomeanswers.Step2 Presentation1.Playthetaperecorder1a.Letstudentstell“True”or “False”aboutthesesentences:1)Aheadacheisadisease.2)Aheadachemayshowthatsomethinginyourbodyiswrong.3)Wemayhavemorethanoneheadacheeachweek.4)Headachescanoftenmakeyouworried.5)Youneedn tgotoseethedoctorwhenyouhaveaheadache. Theteachercanwritedownthesesentencesonflashcardsbeforeclas s,orhecanreadthemafterplayingthetape.2.Skimming.Letstudentsreadthepassagequicklyandmast erthemainidea.Underlinethenewwordsandtheteacherexplainsthe m.3.Scanning.Readthepassagemorecarefully.Thenfinisht hequestionsin1a.Step3 ConsolidationTheteachercheckthestudents’answers.Thenwritesomekeywordsoftheanswersontheblackboard.Letthestudentsretellthepassageaccordingtothekeywords.1)notadisease——show——wrong2)afever——otherillnesses3)maygetaheadachewhenwork——hardcan t——enoughsleepexercise——emptyStep4 PracticeLetthestudentsdiscuss:Howdoesabodybecomesick?Thendo2a.Letstudentstellthewaysofbecomingsick:1)throughthenose2)throughthemouth3)throughtheskinStep5 Project1.AccordingtotheresultofStep4.Letthestudentsfindou tsomewaystostopgerms2b.Firstspeaksomesentencesorally.Makes uretouse“Weshould.../shouldnot...”and“Wemust.../mustnot...”.2.Aftertheoralpractice,leteachofthestudentswriteat least5sentencesabouthowtostopgerms.SectionD Teachingaimsandemands:1Goonlearningwhatarehealthyhabits.2Improvethestudentslistening,speaking,readingandwritingskills.3 Summerizethegrammarfocusandusefulexpressionsinthetopic. Teachingprocedure:Step1 Review1.Letsomestudentsreporttheprojectinlastperiod.Thete acherpointoutthelanguagepoints.2.Theteacherasksthestudentssomethingabouthealthyhab its.Forexample:—Whatarehealthyhabits? —Goingtobedearlyisgoodforourhealth. —Doingmorningexercisesisahealthyhabit.Step2 Presentation1.Aftertalkingabouthealthyhabits.Theteacheraskssome thingabouthealthyfoods. Showsomepicturesandputthemontheblackboard,andwritethenameso fthefoods.Makesurethestudentscanreadallofthem.2.Letthestudentsdividethesefoodsintogroups.finish1b.3.Letstudentstellwhicharehealthyfoodsandwhichareunh ealthyfoods.Step3 Consolidationpletethepassageaccording tothelistening.Asweknow,givesusenergy.Wemusthavetokeepus.Ofcourse, wemustalsohavetheof.Weshouldeatmoreandandless.Acupofandanad aycanhelpmakeus.Differenthelpusindifferent.Too,tooorachoice ofcanmakeus.2.Playagain.Letthestudentsfollowandimitatethereading.Step4 PracticeLetthestudentsdo3bythemselves.Thengiveareporttothew holeclass.Step5 Project1.Letstudentsgooverallthepatternsentencesinthistopi c2a,2b.Finishthewritingproject3byusingthesentencestheyhavel earnedinTopic2.Eachstudentwritesatleast5sentences.2.Writeashortpassagewhichcontains6080words. Title:HowtoKeepHealthyInstruction:TrytousethesentencesyouhavelearnedinTopic2asman yaspossible.Topic3 WeshoulddoourbesttofightSARS.SectionA Teachingaimsanddemands:1TalkabouthowtofightSARS.2Learnhowtointerviewothers.3Masterthewords“should”and“shouldn t”. Teachingprocedure:Step1 Reviewethesese ntences:Weshoulddo...Weshouldn tdo...Wemustdo...Wemustnotdo...Wedon thaveto...Step2 Presentation1.Firsttheteachersaystothestudents “Goodhabitscanhelpustokeephealthy.Butbadhabitscancausedise ases.In2003,therewasaseriousdiseasecalledSARS 〔SevereAcuteRespiratorsSyndrone)”.Thenaskthem,“whatdoyouknowaboutSARS?”Askthestudentstotalkabout“SARS”.2.IntroduceKangkangsfathertothestudents.Thenthestudentslistentothedialogandanswerthequestions: —WhatdoyouknowaboutSARSaccordingtothelistening? —Itspreadseasilyamongpeople.Playagain,askmorequestions:—Whatshouldwedotostopit?—We’dbetterhaveabalanceddietandtakemoreexercise. —Wemustnotgotothecrowdedplaces.Step3 Consolidation1.Playthetaperecorder,andletstudentsfollowthetapean dimitate.2.Do1b,andfinishthequestionsinpairs.Step4 Practice1.LetstudentsthinkofmoregoodideastostopSARSawayfrom us.2.Do2,thenmakeupdialogsinpairs.Step5 Project1.Makeaninterview:Fourinonegroup.Supposeoneofthemis ajournalistandtheothersaredoctors.Heasksquestions,theothert hreeanswer.2.Everystudentwritesatleastthreesentencesabouthowto fightSARS.SectionB Teachingaimsanddemands:1Learnhowtomakeatelephonecall.2Makesureyoucantakeamessageofatelephonecall.3Makesureyoucanreadthetelephonemessage. Teachingprocedure:Step1 Review1.Letstudentretellatleastthreesentencesabouthowtofi ghtSARS.2.AskandansweraboutKankang’sfather:What’sKangkang’sfather?Whereishenow?Whycan thegohome?Step2 Presentation1.Theteacherleadinto:Kangkangmisseshisfatherverymuch.Whatshouldhedo?Thestudentsmayanswer:Heshouldcallhisfather.2.Listentothedialog1aandanswerquestions:1)CanKangkang’sfatheranswerthephone?Whyorwhynot?2)Whatishedoingnow?3)WhatdoesKangkangtellhisfather?4)WhatwillMissHudo?3.Playthetapeagain,andfinish1b.Step3 ConsolidationLetstudentsread2.Putthesentencesintherightorder,and makeupanewsimilardialog.Step4 Practicepletethedialogaccor dingtotheinformationfromthemessages.2.Listentothetape.Followandimitate.Step5 ProjectSupposeyouarecallingXiaoWang.Buthe’snotin.Hismumanswersthetelephonecall.Youaskhertogivehimames sage.Tellhimtogotothezoowithyouat8∶30tomorrowmorning.Letstudentsmakeupadialoginpairs,thenactitout.SectionC Teachingaimsanddemands:1Learnhowtodotheskimmingandgetinformation.2Masterthesimplepasttense. Teachingprocedure:Step1 Review1.AsksomequestionsaboutSARS: WhatdoyouknowaboutSARS? WhatshouldwedotostopSARSawayfromus?2.LetsomestudentsintroducesomethingaboutKangkang’sfather.WhatdoyouknowaboutKangkang’sfather?Step2 Presentation1.Readthepassage1a,letstudentstell“True”or“False”.1)Kangkang’sfatherwasapatientinXiaotangshanHospital.2)Kangkang’sfathercouldtalkwithhisfamilyonthephone.3)SARSisakindofseriousdisease.2.Readthepassagemorecarefully.Answerthequestions1b .Theteacherwritessomekeywordsontheblackboard: doctor—SARS—serious—hospital—couldn t—home—talk—phone—missed—duty—saveStep3 Consolidationingthekeywordsontheblackboard,retellthestoryin1a.2.Rewritethestorywithyourownwords,andfinish1b.Step4 Practice1.Listeningpractice:Listentothedialogandfinishthec hartbelow:2.Finish3b,3c.Step5 Project1.Workingroups.Fourinonegroup.Eachofthestudentsact sonecharacter:Kangkang,Michael,JaneandMaria.Actoutthedialo gaccordingtotheinformationinthechart.2.Workingroups.Makeasurveyandcompletethechartbelow :Chooseonespeakertogiveareport.3.Finish3c.LetstudentsmakeupapassageaboutKangkang’sfather.SectionDTeachingaimsandremands:1Summerizethegrammerfocusandusefulexpressionsintopic3.2Improvethelistening,speaking,readingandwritingskills.3Goontalkingabouthealth.Teachingprocedure:Step1 Review1.Chainquestions.Askthestudentstoanswerthefollowingquestions quickly:Didyouhavebreakfastthismorning?Whatdidyouhaveforbreakfast?Wheredoyouusuallyhavelunch?Whatdoyouhaveforlunch?Whendoyouusuallyhavesupper?Whatdoyouhaveforsupper?Whatisyourfavoritefood?Whichfoodsaregoodforyourhealth?2.Askandanswerinpairs3.Thenretelltheanswerstotheclass.Step2 Presentation1.Lookatthepictures1.Describethedifferencesbetweenthesetwopi ctures.2.Playthetaperecorder.Choosethecorrectpicture.3.Listentothetapeagain,thenwritedowntheanswersin1.Theteacher writessomekeywordsoftheanswersontheblackboard.Step3 Consolidation1.Retellthepassageaccordingtothekeywords.2.LetthestudentsgooverthelanguagepointsinTopic3.Do2a,2b. Step4 PracticeMakeasurveytoeachother.(Fourinonegroup)Completethechartbelow:Chooseonespeakertogiveareport.Givehimsomeadviceonhowtochangehisbadhab its.Step5 Project1Discovertheinformationaboutanillnessin5.Ifthestudentscantfinishitinclass,givethemenoughtimetostudyandfindmoreinformationafter class.2UsingtheinformationinTopic3,askthestudentstowriteashortpassageonhowto fighttheflu.3Enjoythissong“AuldLangSyne”。

UNIT 2 Keeping HealthyTOPIC 1 You should brush your teeth twice a day.Section A教案【教学重点】1. 学生学会关于身体状况的表达以及怎样询问他人的身体状况：How are you feeling now? I feel /don’t feel well.。

2. 能听、说、读、写四会单词：model、runny nose、slight fever、high fever。

在学习的过程中培养学生综合运用语言的能力，能用更多的语句来丰富自己的语言，如：Glad / Sorry to hear that. Take care of yourself.【教学难点】1. How are you feeling now? I don’t feel well.本课的核心句子，询问和表达身体的状况。

runny nose、slight fever、high fever 三个表示病症的词组。

2. Glad / Sorry to hear that. Take care of yourself.用来丰富学生的语言，重在灵活应用。

【教具准备】病痛单词学习卡片，随堂PPT【教学过程】热身／复习〔Warm-up/Revision〕1.Sing an English song ：Clap your hands2.问候，复习旧知T: Hello boys and girls. How are you today?Ss: …T: I’m very well. Because there will be an English party in our school tomorrow. I hope all my stude nts can enjoy my party. But I’m sorry to hear that some of my students are sick. Now let’s have a look. What’s the matter with them?2. 旧知复习，引入新知出示课件，学生进展问答练习，复习相关的疾病名称：headache、stomachache、toothache What’s the matter with Mike? He has a stomachache. What’s the matterwith John? He has a headache. What’s the matter with May? She has a toothache. T: They are sick. So I’m sorry to hear that. 〔在恰当的情境中引出新句子并讲授更容易让学生们承受。

英语初二上仁爱湘教版unit2topic1sectiona教案公开课教案公开课课题：Unit2KeepingHealthyTopic1You'dbettergotoseeadoctor.SectionA Teachingaimsanddemands:1、Masterthenamesofdiseases.2、Mastertheexpressionsofgivingadvice3、Talkabouthealthyproblemsbyusing“What’sthematter/What'swrong?Ihavea…”andgiveadvicebyusing“Youshould…Youshouldn’t…”Teachingdifficulties:1、Studentsmayfinditdifficulttorememberallthetargetnewwordsintheclass2、Studentsmayfinditdifficulttogiveappropriateadvicetothecertaindiseaseb ecauseoftheirlimitedlifeexperience.Teachingprocedure:Step1Review1.Warmup:Dailydialogs.2.Showthetitleandtheteachingaims.3.Readthenewwordsandphrases,andteachstudentshowtolearnthetextbythemself.4.Learnthetextbystudentsthemselves.Step2Presentation1.Listentothetape,answerthefollowingquestion.Readandactout1a(表演对话。

)3.(教师依照学生情况处理重难点。

)Thefollowingmaybeused.Usefulexpressions1〕What'swrongwithsb.?=What'sthematterwithsb?某人如何了?2〕I’msorrytohearthat.听到此事我特别难过。

unit2 keeping healthy教案(仁爱版八年级上Unit 2 Keeping Healthy (仁爱版八年级上)一、教学目标1.知识目标•学习并掌握本单元的生词和短语，如：keep fit, healthy lifestyle,illness, advice on how to keep healthy等。

•能够运用所学的词汇和短语进行简单的对话和讨论，谈论健康生活方式和保持健康的方法。

2.能力目标•培养学生的听说读写能力，通过听力训练，能够获取关于保持健康的信息；通过对话练习，能够进行简单的交流；通过阅读训练，能够理解关于健康生活方式和保持健康的文章；通过写作训练，能够写一篇关于如何保持健康的短文。

3.情感目标•通过本单元的学习，使学生认识到保持健康的重要性，并树立正确的健康观念。

•培养学生良好的生活习惯和饮食习惯，注重身体健康和心理健康。

二、教学内容分析本单元的教学重点是让学生学会如何保持健康。

教材内容主要包括以下三个方面：1.词汇和短语的学习，如：keep fit, healthy lifestyle, illness, adviceon how to keep healthy等。

2.听、说、读、写方面的训练，通过这些训练，让学生能够运用所学的词汇和短语进行简单的对话和讨论，谈论健康生活方式和保持健康的方法。

3.通过学习短文“How to Keep Fit”，让学生了解保持健康的正确方法。

三、教学步骤设计1.导入新课：通过引导学生讨论身边的人和事，引出本单元的主题——保持健康。

2.学习新课：通过学习新单词和短语，初步了解本单元的学习内容。

然后进行听、说、读、写方面的训练，让学生能够运用所学的词汇和短语进行简单的对话和讨论，谈论健康生活方式和保持健康的方法。

最后，教师引导学生总结本节课所学内容。

3.巩固练习：通过阅读短文“How to Keep Fit”，让学生了解保持健康的正确方法。

仁爱版八年级上Unit 2 Keeping Healthy Topic1You’d better go to see a doctor.Section C教学设计The main activities are1aand 3. 本课重点活动是1a和3。

Ⅰ. Teaching aims and demands 教学目标1.Learn some new words and phrases:still, X-ray, serious, check over, worry about, advice, taxi2.Learn some useful expressions:(1)But my left leg still hurts when I move it.(2)It’s nothing serious.(3)Two pills each time, three times a day.(4)Thank you for your flowers and fruit.(5)I hope I’ll get well and return to school soon.3.Go on learning how to express your feelings.4.Learn to ask for/give advice.Ⅱ. Teaching aids 教具Step 1 Review 第一步复习(时间:5分钟)通过游戏，复习疾病及建议的表达方式，增强学生学习英语的积极性，导入本课生词。

1. (通过做游戏，实行对话练习，复习上节课的重点词汇和短语。

)T: Boys and girls, let’s play a game.(游戏规则：全班分成两组，A组为男生，B组为女生，A组一名男生说病情，B组一名女生给建议，然后B组下病情，A组下一名同学给建议。

学生说得又快、又准确的那组为优胜组。

)S1GA: I have a stomachache.S1GB: You should take some medicine.S2GB: I have a fever.S2GA: You’d better drink lots of boiled water.S3GA: I have a headache.S3GB: You’d better stay in bed and h ave a good rest.…(假如个别同学不会回答或答错，应由本组组内同学快速补充。

Unit2KeepingHealthyTopic1SectionB教案Unit 2 Keeping Healthy Topic1 Section B教案仁爱版八年级上Unit 2 Keeping Healthy Topic1You’d better go to see a doctor.Section B 教学设计The main activities are1aand2a. 本课重点活动是1a和2a。

Ⅰ. Teaching aims and demands 教学目标1. Learn some new words and phrases:pale, terrible, day and night, feel like doing, lie down, candy, brush, tooth (teeth), Internet, care, take care of2. Learn some useful sentences:(1)I’m f eeling terrible!(2)How long have you been like this?(3)How are you feeling, Nick?3. Go on learning some modals for giving advice:(1) You’d better go to see a doctor.(2) Why don’t you have a good rest?(3) You should lie down and rest.(4) You’d better not drink cold water.(5) You shouldn’t eat too much candy.4. Get students to know how to take care of themselves and others.Ⅱ. Teaching aids 教具卡片/教学挂图/录音机/小黑板/药片/水杯Ⅲ. Five-finger Teaching Plan 五指教学方案Step 1Review 第一步复习(时间:5分钟)师生互动，通过对疾病表达及建议的复习，导入新课。

Unit2 Keeping HealthyTopic 1 You should bru sh your teeth twice a d ay.Ⅰ.Teaching aims and demands 教学目标1. Learn some new words and phrases:toothache, dentist, have a cold, cough, take a rest, fever, flu, headache, at night, coffee, tea, plenty, plenty of, boiled water, lift2. Learn some useful sentences:(1)I have a toothache.(2)I’m sorry to hear that.(3)I have a bad cold.3. Learn the modals for giving advice:(1)You should see a dentist.(2)You shouldn’t drink coffee or tea in the evening.4. Talk about illnesses.5. Learn to express sympathy for a patient and give some advice to the patients.Ⅱ. Teaching aids ：PPTⅢ. Teaching Method:TBM.Step 1 Warming upStep 2 Presentation通过师生对话及听力活动，呈现1a内容，学习部分生词与短语，培养学生的听说能力。

1. (师生对话，谈论健康话题。

)T: In this lesson, let’s talk about health.T: How are you feeling today, S1?S1: I’m fine, thank you, and you?T: I’m not very well. I think I have a c old. (说着，老师形象地表现出生病的样子。