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1八年级上册教案设计Topic2Imustaskhimtogiveupsmoking.SectionAⅠ.MaterialanalysisSectionA是本单元第一课时和第二课时。主要活动为SectionA的1a和3a。第二单元谈论如何保持健康，第二话题谈论了影响健康的好习惯和坏习惯，引出了本课的语法重点：情态动词must+动词原形，表示建议、劝告。同时引出了动名词做主语的常用句式：Stayinguplateisbadforyourhealth.通过学习SectionA,让学生能够辨别好习惯与坏习惯，从而帮助他们养成好习惯，戒掉坏习惯。课后要求学生会用动名词做主语造句，能用must提建议。Ⅱ.TeachingaimsKnowledgeaims：1.能正确运用动名词短语做主语进行书面表达：Stayinguplateisbadforyourhealth.2.能正确地运用must,mustn’t提建议:Youmusthaveagoodrest.Youmustn’tthrowlitteraround.Skillaims：1.能听懂有关影响健康的好习惯和坏习惯的对话。2.能熟练地运用must,mustn’t提建议。3.能正确朗读有关影响健康的好习惯和坏习惯的对话或文章。Emotionalaims：通过语言学习，影响学生的自身品格，要学会辨别好习惯与坏习惯，养成好习惯，戒掉坏习惯，保持健康。Ⅲ.ThekeypointsanddifficultpointsKeypoints：looktired,watchasoccergame,gotobedlate,putlitterintodustbin,throwlitteraround,keepfingernailslong,washhandsbeforemeals,gotoschoolwithoutbreakfast等短语的理解及运用。Difficultpoints：动名词做主语的正确运用。Ⅳ.Learningstrategies培养学生跟读chant的能力,朗读中注意连读。Ⅴ.TeachingaidsComputermultimediaprojectorEverydaysaying:Asamansows,soheshallreap.种瓜得瓜，种豆得豆。Ⅵ.Teachingprocedures2StepInteractionpatternStudentactivityTeacheractivityIntroduction(7minutes）1.Thewholeclasswork2.Thewholeclasswork3.Thewholeclasswork4.Individualwork5.Thewholeclasswork6.Thewholeclasswork1.Focustheirattentionontheteacher.2.Readthesayingaloud.3.StudentsreadthechantonP38andtrytoimitatetherecording,atleastforthreetimes.4.Volunteersmayanswer:(1)smoking(2)notsmoking5.Studentsunderstand:“giveupsmoking”means“stopsmoking”.6.Studentslistengenerallyandfindout“Stayinguplateisbadforyourhealth”.1.Greetstudentsreadyforlearning.2.Showeverydaysayingforthestudents.(onesayingaweek)3.PlaythechantonPage38.ThenguidestudentstorepeatthechantonP38afterlisteningtotherecording.4.Teacherasksthestudentstolookatthetopic“Imustaskhimtogiveupsmoking”andguessthemeaningof“giveupsmoking”,thenasksaquestion:“Smokingornotsmoking?”5.Teacherintroducesthesynonymousword“stop”,whichmeans“giveup”.6.Teachertellsthestudents,“Inourlife,therearemanybadhabits.Let’slistento1aandfindoutthebadhabitin1a.”3Presentation(10minutes)1.Thewholeclasswork2.Thewholeclasswork3.Thewholeclasswork4.Thewholeclassworkandgroupwork1.Studentsmakesurewhattheyshoulddowhilelistening.2.Studentslistenandfinish1b.3.Studentslookthrough1a,focusingonthekeysto1b,andthendiscussingroups.4.Studentsmaydiscusshowtowriteingroups.Thentheywriteitdown.Eachgroupwillshowoneforthewholeclass.Asample:Kangkanglookstired.BecausehewatchedasoccergameonTVlastnight.Hewenttobedverylate.Heshouldgotobedearlytonight,andhe’llfeelbettertomorrow.1.Teacherasksthestudentstolookthrough1b.2.Teacherplaystherecording.3.Teacherasksthestudentstolookthrough1aandchecktheiranswers.4.Teacherasksthestudentstofinish1c.Thenleteachgroupshowonepassageandarepresentativereadthepassagealoud.4Consolidation(10minutes)1.Thewholeclasswork2.Thewholeclassworkandpairwork3.Thewholeclassworkandpairwork4.Thewholeclasswork5.Thewholeclasswork1.Studentsreadwiththerecording,imitatingthepronunciationandintonation.2.Studentsunderlinethelanguagepointsintheirtextbooks:(1)sb.betired/interested/excited(2)makesth.comeintobeing(3)watched—pasttense(4)Doingsth.isbad/goodfor…(5)mustdosth.3.Studentsaskandanswerinpairs.4.Studentsmayfind“litter”and“dustbin”strange,buttheycanguessthemeaningsbyconnectingthephraseswiththecorrespondingpictures.5.Studentschoose“should,shouldn’t,must,mustn’t,don’t”foreachpicture.1.Teacherplays1aforthestudentstoreadwith.2.Teachershowssomelanguagepointsonthescreenforthestudentstounderstand.(1)Youlooktired.(2)Whatcausedit?(3)IwatchedasoccergameonTVlastnight.(4)Stayinguplateisbadforyourhealth.(5)Imusthaveagoodrest.3.Teacherasksthestudentstopractice1ainpairs.4.Teacherasksthestudentstolookthrough2tofindsomethingtheydon’tunderstand.Teachershowspicturesof“litter”and“dustbin”onthescreen.5.Teacherplaystherecording.5Practice(10minutes)1.Thewholeclasswork2.Thewholeclasswork3.Thewholeclasswork4.Thewholeclasswork5.Thewholeclasswork6.Groupwork7.Thewholeclassandpairwork8.Pairworkandgroupwork1.Studentsmayasktheteacherwhattheydon’tunderstand.2.Studentsunderstand“keepingfingernailslong”withthehelpofthepicturesandtheteacher’sexplanation.3.Studentsunderstand“withoutbreakfast”withthehelpoftheteacher’sexplanation.4.Studentsmarkeachphrase.5.Studentsmakesentenceslikethis:Goingtobedearlyisgoodforyourhealth.Gettinguplateisbadforyourhealth.Youshouldgetupearly.6.Eachgroupmakethenewsentencesintheirowngroups,andeachonemustsayonesentence.7.Studentsmakedialoguesbyimitatingtheexample,andtheymaytrytouse“Wow!”,“Mygod”to1.Teacherasksthestudentstolookthrough3a,makingsuretheyunderstand3a.2.Teachershowspicturesof“longfingernails”onthescreen.3.Teacherexplainsthat“withoutbreakfast”means“noteatbreakfast”.4.Teacherasksthestudentstochoose“good”or“bad”andmarkeachphrase.5.Teacherasksthestudentstomakenewsentenceslike:Doingsth.isgood/badfor…6.Teacherwalkstoseewhoisnottakingpartintheactivity.7.Teacherletsstudentsfinish3b.6Production(8minutes)1.Groupwork2.Thewholeclasswork3.Thewholeclasswork4.Individualwork1.Studentsdiscussintheirgroups,makingthenewconversationorally.2.Studentswritetheirconversationsafterclass,preparingfort