仁爱英语八年级（上）Unit2 Topic1 Section A说课稿

仁爱英语八年级（上）Unit2 Topic1 Section A说课稿
越快越好 好的

Unit 2 Keeping Healthy
Topic 1 You’d better go to see a doctor.
Section A
The main activity is 1a. 本课重点活动是1a.
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, lift
2. 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 教具
图片/录音机/卡片/小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
通过谈论奥运会进入本单元话题,引出本节课的部分单词.
(通过复习上个单元有关运动、奥运会的话题,导入新课.)
T: Boys and girls, now we know something about the 2008 Beijing Olympics. I want to ask you some questions. What’s the slogan of the 2008 Olympic Games?
Ss: One World, One Dream.
T: Good! Then what’s the symbol of the Olympic Games?
Ss: The Olympic rings.
T: What’re the colors of the rings?
Ss: They are blue, yellow, black, green and red.
T: Do you like sports, S1?
S1: Yes, very much.
T: What kind of sport do you often do in your free time?
S2: I often play football.
S3: Sometimes I play table tennis with my classmates.
S4: I skate in winter and swim in summer.
T: Why do you like sports?(运用肢体语言,启发学生回答.)
S4: Sports can make us strong and healthy.
T: I think so. Wonderful! Doing sports is a good way to keep healthy. Do you agree with me? (教师面带微笑,亲切地询问.)
Ss: Yes!
Step 2 Presentation 第二步 呈现(时间:15分钟)
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.
(板书本单元标题并注意healthy与health关系及区别.)
keeping healthy
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 cold. (说着,老师形象地表现出生病的样子.)
(板书并要求学生掌握.)
have a cold
T: What should I do? (老师可用动作启发学生.)
Ss: You should go to see a doctor. (帮助学生回答.)
T: We can also say “You’d better go to see a doctor.”
(板书本话题标题.)
You’d better go to see a doctor.
(板书同义句并要求学生掌握.)
You’d better go to see a doctor. = You should go to see a doctor.
(教师出示图片.)
T: Please look at the picture. What’s wrong with Kangkang? We can also ask “What’s the matter with Kangkang?”
(板书并要求学生掌握.)
What’s wrong with Kangkang? = What’s the matter with Kangkang?
(老师作牙痛状引导学生回答.)
Ss: There is something wrong with his mouth.
T: Oh. No, I think he has a toothache. (作牙痛状,令学生明白其意思.) What should he do?
Ss: He should see a doctor.
T: Yes, he should see a dentist.
(板书并要求学生掌握.)
toothache, dentist
(教师引导学生用What’s wrong with you?或What’s the matter with you?句式提问,教师表演并回答.)
Ss: What’s wrong with you? (教师假装咳嗽的样子.)
T: I have a cough.
Ss: What’s the matter with you? (教师假装头疼的样子.)
T: I have a headache.
(板书并要求学生掌握.)
cough, headache
Ss: What’s wrong with you?(教师作背痛状.)
T: I have a backache.
(板书并要求学生理解.)
backache
Ss: What’s wrong with you?(教师出示一张显示某人发烧的图片,并做回答.)
T: I have a fever.
(板书并要求学生掌握.)
fever
Ss: What’s the matter with you?(教师作流鼻涕状.)
T: I have the flu.
(板书并要求学生掌握.)
flu
Ss: What’s wrong with you?(教师作胃痛状.)
T: I have a stomachache.
(板书并要求学生理解.)
stomachache
Ss: What should you do?
(作休息状.)
T: I should take a rest.
(板书并要求学生掌握.)
take a rest
2. (要求学生出示教师事先准备好的图片,分组来表演,以巩固上面的内容.)
3. (让学生听1a录音,并回答问题)
T: There’s something wrong with Kangkang. What is it? Please listen to the dialog in 1a, then answer the following questions:
(1) What’s wrong with Kangkang?
(2) What should he do?
(核对答案.)
4. (让学生跟读录音并标出关键词.)
5. (让学生分角色朗读,完成1a.)
Step 3 Consolidation 第三步 巩固(时间:8分钟)
通过比赛,营造活跃的课堂气氛,激发学生学习英语的兴趣,培养学生的语言运用能力.
1. (两人一组操练对话,完成1b.)
T: Please practice the dialog in 1b in pairs and then act it out.
2. (教师出示卡片,模仿1a编对话,完成1c.以巩固关于疾病的表达及所给予的建议.)
T: Let’s play a game. OK? The game is “Who is the best doctor?” I’ll ask two students to make a dialog like 1a. Suppose one is a doctor, the other one is a patient.
S1: What’s wrong with you?
S2: I have sore eyes.
S1: You should not read too long.
…
(教师出示卡片叫学生模仿)



(板书卡片中出现的生词与短语,并要求学生掌握；了解sore和boiled water.)
sore, plenty, plenty of, boil, boiled water, lift, at night, coffee, tea
Step 4 Practice 第四步 练习(时间:12分钟)
通过小组活动,激发学生的兴趣,培养学生的合作精神.
1. (营造活跃的课堂气氛,激发学生学习兴趣.)
T: I’m pleased with your dialogs, and I’m sure you can do it better.
(教师把事先准备好的卡片粘贴在小黑板上,便于开展活动.)
T: Now ask and answer according to these cards. Please use “What’s wrong/the matter with …?” “He has / She has…” “He / She should / shouldn’t …”
T: Now please practice in pairs.
(学生完成练习后,教师分别找几组同学表演.)
2. (完成2.)
T: Finish 2 in pairs, then act the dialogs out.
3. (播放3录音,完成3.)
T: Now please listen to the conversations in 3 and number the following pictures by yourselves. Then write down the advice using should/shouldn’t.
(核对答案.)
Step 5 Project 第五步 综合探究活动(时间:5分钟)
鼓励学生在实践活动中学习英语知识,激发学生学习英语的兴趣.
1. (根据所给例子编写对话,提高口语表达能力.)
T: Please make a dialog like the example, then act it out.
Example:
S1: Ouch! (手摸脸,假装疼痛的样子.)
S2: What’s wrong with you?
S1: I have a toothache.
S2: Oh, you should see a dentist.
S1: Good idea. Thank you.
S3: Ouch! (手摸后背.)
S4: Do you have a backache?
S3: Yes!
S4: Oh, you shouldn’t lift heavy things.
…
T: Well done! Thank you.
2. Homework:
根据同学上次所患疾病情况的调查,填写表格.根据表格内容写出完整的句子.教育学生照顾自己,关爱他人.
Name Illness Should/Shouldn’t