湖北省咸宁市嘉鱼县城北中学2014-2015学年：unit 2 keeping healthy topic 3 must we exercise to prevent the flu section c 教案（仁爱版八年级上）

1、八年级上册教案设计Unit 2 Keeping HealthyTopic 3 Must we exercise to prevent the flu?Section C. Material analysis本节课为单元第三课时和第四课时。主要活动为Section C 的1a和3。本课通过李医生有关保持健康的报告，让学生清楚日常生活中应该如何保持健康。报告中还指出一些不健康行为的危害并教会学生如何避免这些不健康的行为。课后要求学生写一篇如何保持健康的文章，提出自己的建议。. Teaching aimsKnowledge aims：1. 能正确运用以下短语, 就如何保持健康进行描写：have healthy eating habits, make adj, keep sb. healthy, keep fit, stay safe, first aid, help oneself to, stay away from, say no to sth.2. 能正确地运用各种句式提出建议：You need to doDont Its necessary toBe happyYou mustYou

2、 shouldSkill aims：1. 能听懂有关如何保持健康的对话或文章。2. 能正确地用英语和同学谈论如何保持健康。3. 能有兴趣地阅读并且能读懂有关保持健康的文章。4. 能正确地运用所学的短语及句式写出一篇如何保持健康的文章。Emotional aims：关注生命，保持健康，将健康生活的思想传播给周围的人。. The key points and difficult pointsKey points：对下列短语动词的记忆及运用：have healthy eating habits, keep you healthy / fit, stay safe, stay away fromDifficult points： 1. health 和healthy的区别。2. happen的用法。3. 对Be happy to be healthy. 的理解。. Learning strategies1. 听报告也是学习的一种方法，鼓励学生多听有益的报告。2. 通过在主题句的大纲下补充细节的方式，可以帮助学生有条理地复述课文。3. 背范文是积累作文素材的一种好方法。. Teaching ai

3、ds Computer multimedia projector, chalk, blackboard, some pieces of short videos about health Everyday saying: Health is better than wealth. 健康胜过财富。. Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction（10 minutes）1. The whole class work2. The whole class work3. Some students work4. The whole class work5. The whole class work6. The whole class work7. Group work8. Some students work1. Focus their attention on the teacher.2. Read the saying aloud.3. The two repres

4、entatives read their passages one by one, and then write on the blackboard. 4. The other students read their homework in groups.5. Students correct their own papers while the teacher is explaining. 6. Students get several ideas about health from the flash videos.7. Students discuss in groups to finish pre-reading task.8. Volunteers may say like this:eat healthy food, exercise more, change clothes often, etc.1. Greet students ready for learning.2. Show everyday saying for the students.(one saying

5、 a week)3. Teacher asks Member A to choose out two representatives to read their passages, and then the students write them on the blackboard.4. Teacher asks the other students to read their passages in groups.5. Teacher checks the passages on the blackboard.6. Teacher shows several pieces of videos about health in a short time.7. Teacher asks the students to do pre-reading task.8. Teacher asks the students to say something about keeping healthy.Presentation(8 minutes)1. The whole class work2. T

6、he whole class work3. The whole class work4. Some students work5. Some students work6. The whole class work7. Some students work8. Individual work1. Students look through 1b to see if their ideas are similar to Doctor Lis.2. Students first know what to do in 1b, then read 1a silently.3. Students discuss in groups to unify their answers.4. Volunteers read their answers.5. Volunteers tell the positions of topic sentences.6. Students finish 1c.7. Member C from each group tells the answers to 1c. “I

7、t” refers to breakfast. “Them” refers to sports.8. Students read 1a individually.1. Teacher lets the students look through 1b.2. Teacher asks the students to finish 1b.3. Teacher lets the students discuss in groups after they finish 1b.4. Teacher checks the students answers to 1b.5. Teacher asks the students to sum up the ways of finding the topic sentences.6. Teacher asks the students to read 1a again and finish 1c.7. Teacher checks the students answers to 1c.8. Teacher lets students read the w

8、hole passage.Consolidation(12 minutes)1. The whole class work2. Group work1. Students follow what the teacher says and then retell 1a paragraph by paragraph.Students understand:Its good for our health.We should keep healthy.Being healthy is very important.Students understand:What happens?The accident happened two days ago.This story happened in 1989.2. Each group cooperates to retell the whole passage, and each student can retell at least one paragraph. 1. Teacher leads the students to analyze the structure of the passage by showing the sequence paragraph by paragraph:Topic sentence 1: Have healthy eating habits. (1) breakfast-give energy(2) fruit and vegetables-good(3) fast food-fat, unhealthy(Teacher explains the differences between “health” and “healthy”.）Topic sentence 2: Playing sports safely.(1) playing sports-fit(2) accidents-stay safe(3) learn first aid(Tea

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