英语八年级上册仁爱湘教版unit2keepinghealthy全单元教案

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 Topic 2 Section A 教学设计仁爱英语八年级上册内容。

Unit 2 Keeping Healthy Topic 2 I must ask him to give up smoking.的第一课时。

前面我们复习了描述身体状况的知识，进一步学习要养成良好的生活习惯。

本课为任务型教学并且融合知识的复习、呈现、练习和巩固为一体。

从学生实际出发，对教材进行了必要的调整。

Teaching aims1.Knowledge :words :tired, cause, litter ,dustbin, fingernail ,meal, withoutsentences: Staying up late is bad for your health.Drinking tea is good for your health .2.Ability : can give others reminding and adviceTeaching points: learn and master the new words and take care of others and givesome adviceTeaching difficulties: have healthy living habitsTeaching methods: learn in groups and help each otherTeaching steps:Step 1 Leading inGreet the whole class .Review the points in last class with the help of the pictures .Then show new words to learn the part well.Step 2 Presentation1.Show a picture , the person in the picture is tired.He is Kangkang .What is wrong with Kangkang ? He is tired .Why is he tired ?lead to 1a and give Kangkang some advice .2.listen to 1a,answer the following questions ，know about the reasons .Takenotes while listening .Listen for the first time and answer : What’s wrong with Kangkang?Listen for the second time and answer:( 1.) Did he watch a soccer game on TV last night?(2.) Is staying up late good for your health?Watch 1a and finish the form .Follow the video to read the dialogue.Step 3 Consolidation——finish the form1.work in groups and act out2.match the pictures with the phrasesstay up late at night.read in the sun.put litter into the dustbin.do morning exercises every day.throw litter around.brush your teeth twice a day.Step 4 Practice1. Talk about good habits and bad habits change the sentences withshould, had better or must.1. going to bed early2. getting up late3. doing morning exercises4. keeping fingernails long5. washing hands before meals6. playing sports right after meals7. going to school without breakfast8. brushing teeth twice a dayGoing to bed early is a good habit.2.Add more habits and tell if it is good .3.Work in groups .Which group can list the most living habits?Then discuss whether these living habits are good or bad for ourhealth.Step 5 SummaryWords : tired, cause, litter ,dustbin, fingernail ,meal, without1.Learn to talk about personal living habits.2. Learn the modal verbs: must / mustn’t.Step 6 Homeworklist three habits that are good for your health and another two habits that we should change them into good habits.Blackboard designUnit 2 Keeping HealthyTopic 2 I must ask him to give up smoking.Section A tired [ˈtaɪəd]cause [kɔːz]Staying up late is bad for your health.litter [ˈlɪtə] Drinking tea is good for your health .dustbin[ˈdʌstˌbɪn]fingernail[ˈfɪŋɡəˌneɪl]meal [miːl]without[wɪˈðaʊt]。

unit2《keepinghealthy》topic1教案（仁爱湘教版初二上）doc初中英语Unit 2Topic 1Section AThe main activities are 1a,2 and 3a. 本课重点活动是1a、2和3a。

Ⅰ.Teaching aims and demands 教学目标1. Learn some useful words and expressions:have a cold, toothache, dentist, cough, fever, flu, headache, at night, lift2. Help the students to learn the modals for giving advice:(1)You should go to see a doctor.(2)You shouldn’t drink coffee or tea in the evening.3. Talk something about illnesses.4. Learn to express sympathy for a patient and give some advice to the patients. Ⅱ. Teaching aids 教具录音机/磁带/小黑板/卡片/图片Ⅲ. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步复习(时刻:5分钟)1. (通过复习，引出保持健康的话题。

)(1)T: Boys and girls, now we know something about the 2018 Olympics.I want to askyou some questions. What’s the motto of the 2018 Olympic Games?S1: One World, One Dream.T: Good! Then what’s the symbol of the Olympi c Games?S2: Olympic rings.T: What’s the color of the rings?S3: …(2)T: What will you do for the Beijing Olympics in 2018?(同位之间互相讨论，畅所欲言，教师引导他们用到Unit 1学过的短语、词汇。

Unit2《KeepingHealthy》Topic2（SectionAD）教学设计（仁爱湘教版初二上）unit2t~3doc初中英语The main activities are 1a, 2a and 2b. 本课重点活动是1a, 2a和2b。

Ⅰ. Teaching aims and demands 教学目标1. Learn some useful words and expressions:disease, itself, might, empty, stomach, get into, human, body, through, illness, air, sour, tidy, sweep, in public2. Go on learning modals for giving advice and modals for necessity:(1)We should keep the air fresh.(2)We shouldn’t drink sour milk.(3)We must keep our bodies clean.3. Talk about personal hygiene:(1)We should keep our bodies clean.(2)We shouldn’t keep long fingernails.(3)We must wash our hands before meals.Ⅱ. Teaching aids 教具录音机/磁带/图片/多媒体课件/小黑板/挂图Ⅲ. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步复习(时刻:10分钟)1. (由师生咨询候，过渡到询咨询学生的早餐状况。

关注学生健康，自然而然地进入生活适应的复习。

)T: How are you today?Ss: Fine, thanks. And you?T: Me, too. Did you have breakfast, S1?S1: Yes.T: I’m glad to hear that. Going to school without breakfast is bad for your health. Health is important for us.2. (老师出示教学卡片或多媒体课件，复习上节课所学有利健康和不利于健康的生活适应。

仁爱版精品英语资料（精校版）八年级上册教案设计Unit 2 Keeping HealthyTopic 3 Must we exercise to prevent the flu?Section AⅠ. Material analysis本节课为单元第一课时。

主要活动为Section A 的1a和1d。

第二单元谈论如何保持健康，第三话题谈论体育锻炼有助于健康，介绍了如何才能保持健康，怎么才能正确地加强体育锻炼。

教育学生要珍惜健康，加强锻炼。

课后学生能做出一份有关保持健康的手写报。

Ⅱ. Teaching aimsKnowledge aims：1. 能正确拼读并运用单词表中的单词与短语：question, go ahead, build … up, all the time,finally, Internet2. 能认读下列单词：journalist, crowded, throat。

3. 能用以下短语进行口头或书面的表达：keep away from, take some cold pills, change ourclothes often, go to crowded places, do sth. at once, take one’s advice, play sports too much等。

4. 能用first, second, third, finally有序地进行表达。

5. 能正确地运用must 提问：You must have a good rest.You mustn’t throw litter around.Skill aims：1. 能听懂有关预防流感的对话或文章。

2. 能正确阅读有关预防流感的对话或文章。

3. 能比较流利地谈论有关预防流感的话题，能熟练地运用must问答，表示征求意见或提建议。

4. 能正确地用书面形式表达有关预防流感的话题。

Emotional aims：1. 学生能够听从他人建议，积极预防感冒。

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”。

Unit2《KeepingHealthy》Topic2（SectionAD）教学设计（仁爱湘教版初二上）unit2t~1doc初中英语The main activities are 1a and 3a. 本课重点活动是1a和3a。

Ⅰ. Teaching aims and demands 教学目标1. Learn some useful words:health, tonight, sleepy, meal, without2. Learn some knowledge of healthy habits and unhealthy habits:(1)Staying up late is bad for your health.(2)—Is playing sports right after meals good or bad?—It’s bad.3. Get to know that it’s necessary for us to have healthy habits. Ⅱ. Teaching aids 教具录音机/幻灯片/多媒体课件/小黑板Ⅲ. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步复习(时刻:10分钟)1. (采纳由浅入深的方式，复习Topic 1所学的关于表达疾病及建议方式。

第一以师生咨询答的形式关心学生回忆。

)T: Boys and girls, today I’m not feeling well. If I have a toothache, what should I do?S1: You should go to see a dentist.T: If I have a headache, what should I do?S2: You’d better stay in b ed and have a good rest.T: If I have a cold, what should I do?S3: You’d better go to see a doctor.…T: You are very clever!(通过咨询题的进一步深入，引导学生讲出更多的建议方式，最后由学生以对话形式表演出以上疾病和建议内容。

八年级英语Keeping Healthy教案仁爱版初中英语八年级上册（课改教学模式）课题unit 2 keeping healthytopic 2 i must ask him to give up smoking.section c教学时间1课时编写者施荣贵原稿施金炼修改教学目标1.学习新单词，词组和短语2.继续学习表示提建议以及必需的情态动词(1)you might get a headache when you work too hard.(2)we should keep the air fresh.(3)we shouldn’t drink sour milk.(4)we must tidy our rooms and sweep the floor often.(5)we must not spit in public.3.学会通过略读提取文章信息4.学会通过略读进行总结5.谈论个人卫生评测点1.词汇：disease, itself, might, empty, stomach, get into, human, body, through, illness, air, sour, tidy, sweep, in public2.句子：(1)you might get a headache when you work too hard.(2)we should keep the air fresh.(3)we shouldn’t drink sour milk.(4)we must tidy our rooms and sweep the floor often.(5)we must not spit in public.[3.improve students’ ablities from listening, speaking to reading.learn to get information from the passage by skimming.learn to summerize by scanning.教学过程参考第一课时一.预习指导（先学）1.告知学生本课的学习目标和重难点： 1.学习新单词，词组和短语2.继续学习表示提建议以及必需的情态动词(1)you might get a headache when you work too hard. (2)we should keep the air fresh. (3)we shouldn’t drink sour milk.(4)we must tidy our rooms and sweep the floor often. (5)we must not spit in public.3.学会通过略读提取文章信息以及进行总结，并提醒学生注意个人卫生2.检查学生自学情况 检查学生完成导学案情况（没完成的同学作为三清对象）‚ 请几位同学朗读本课单词（每天所学单词在下午放学前组员找组长朗读过关）二.预习交流与成果展示1.尝试自己拼读新单词并识记2.阅读p37 1a①将文中不懂的句型画出②再次阅读1a，在规定时间内完成1b（5分钟）③请同学提出文中不懂的句型，由懂的同学进行讲解④讨论一下如何预防头疼，用must，must not，should，should not进行表达，之后各组作报告3.学生阅读2a，画出细菌进入人体的路线图4.通过2a的学习让学生讨论一下应该怎样注意个人卫生，讨论完成2b5.展示一些图片让学生用must，must not，should，should not进行造句三.知识链接（后教）1. it may show that something is wrong with your health. (1) show sb. sth. = show sth. to sb. 向某人展示某物 please show me your new book. (2) show sb. around 某地表带某人参观某地：i’ll show you around our school tomorrow.2. you can get a headache when you exercise on an empty stomach. on an empty stomach 空腹3. we can get into the human body through the nose. (1) get into 进入,陷入; 如：get into trouble 陷入麻烦(2) ①through 从物体内部穿过，如：walk through a forest. ② across 从物体表面横穿，如：go across theroad ③ over 从物体上空越过, 如：fly over the city。

Unit 2 Keeping HealthyTopic 1Section A The main activities are 1a, 2 and 3a.本课重点活动是1a、2和3a。

Ⅰ.Teaching aims and demands 教学目标1. Learn some useful words and expressions:toothache, dentist, cough, fever, flu, headache, at night, lots of, lift2. Help the students to learn the modal verbs for giving advice:(1)You shouldn’t stay at home.(2)You should see a dentist.3. Talk something about illness.4. Learn to express sympathy for a patient, and give some advice to a patient.Ⅱ. Teaching aids 教具录音机/卡片Ⅲ. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步复习(时间:5分钟)1. 复习Unit 1的内容。

(1)T: Boys a nd girls, let’s discuss something about the 2008 Olympics, OK?Ss: OK.T: I want to ask you some questions, If you can answer, hands up, please. If your answer is right, I will sign a smiling face for you on the blackboard; If your answer is wrong, I won’t sign it, but let’s say “Work on”together. Clear?Ss: Yes!T: What’s the motto of the 2008 Olympic Games?S1: Faster, higher, stronger.T: Good! (Draw a smiling face on the blackboard.)Then what’s the symbol of the Olympic Games?S2: Olympic rings.T: W hat’s the color of the rings?S3: ...T: What do the five rings of the 2008 Olympics stand for?S4: ...T: What do the mascots of the 2008 Olympics stand for?S5: ...(2)T: My last question is: What will you do for the Beijing Olympics in 2008?(让学生畅所欲言，但多数学生会想到用Unit 1学过的短语，这样就达到了预期的复习效果。

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。