Unit 2 Keeping Healthy Topic1 Section B教案
仁愛版八年級上Unit 2 Keeping Healthy Topic1
You’d better go to see a doctor.Section B 教學設計
The main activities are1aand2a. 本課重點活動是1a和2a。
Ⅰ. Teaching aims and demands 教學目標
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 of
2. Learn some useful sentences:
(1)I’m feeling 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.
�、�. Teaching aids 教具
卡片/教學掛圖/錄音機/小黑板/藥片/水杯
�、�. Five-finger Teaching Plan 五指教學方案
Step 1Review 第一步復習(時間:5分鐘)
師生互動，通過對疾病表達及建議的復習，導入新課。
1. (教師出示上節課的卡片，復習保持健康的話題。)
T:Look at this card and let’s make a dialog. You ask, and I answer.
Ss: What’s wrong with you? / What’s the matter with you?
T: I have …
Ss: You should/shouldn’t …
2. (改變人稱，復習第三人稱單數代詞的用法。)
T: Look at this card, (教師拿著或指著卡片) please use “he”, “she”, “him” or “her” to make a dialog.
Ss: What’s wrong with him? / What’s the matter with him?
T: He has …
Ss: Oh, he should/shouldn’t …
…
T: Well done. In this lesson, let’s learn more about modals for giving advice.
Step 2Presentation 第二步呈現(時間:15分鐘)
師生對話，通過表情及動作，呈現1a中部分生詞及功能句，并設置聽力任務，提高學生的聽力水平。通過對1a的學習，教育學生關心他人，并培養其應對突發事件提出建議的能力。
1. (老師扮演醫生，學生扮演病人。)
T:S1, suppose you are ill. You come to the hospital. I am the doctor. You look pale. What’s the matter?(教師作咳嗽狀以作提示)
S1: I’m feeling terrible. I cough day and night.(教師幫助回答。)
(板書并要求學生掌握。)
pale, terrible, day and night
T:I’m sorry to hear that. How long have you been like this?
(板書并要求學生掌握。)
been
How long have you been like this?
S1: Three days.
T:Do you feel like eating?
(板書并要求學生掌握。)
feel like doing
S1: No, I don’t.
T:I think you have a cold. You’d better drink plenty of boiled water.
S1: Can I go to school today?
T:I think you’d better not go to school. Why not stay in bed and have a rest? My meaning is that you’d better lie down and rest. It’s good for you.
(板書并要求學生掌握。)
you’d better (not)
Why not …?
lie down
S1: OK, thank you very much.
T:Not at all.
2. (出示1a圖片，學生猜測圖中人物發生了怎樣的故事。然后用小黑板呈現聽力任務，讓學生帶著問題聽1a錄音，并理解生詞hey。)
T: Boys and girls, we have learnt some modals for giving advice. Now let’s look at the picture in1aand guess what happened to Bruce. Then listen to1aand answer the questions.
(1)What’s the matter with Bruce?
(2)What should he do?
(3)What does the word“hey”mean?
(板書并要求理解。)
hey
(核對答案。)
3. (再放1a錄音，讓學生跟讀并找出關鍵詞及短語，整體呈現1a。)
T: Now, listen to1aagain and repeat. Pay attention to the pronunciation and intonation.
Ss: …
T: Please read the dialog loudly by yourselves, and find out the key words and phrases.
(板書重點短語并要求掌握。)
look pale, feel terrible, have a headache and a cough, had better, take … to …
4. (讓學生分角色朗讀，并嘗試記下關鍵詞，為表演作準備。)
Step 3Consolidation 第三步鞏固(時間:10分鐘)
通過對疾病和建議等相關知識的`表達，培養學生運用語言和處理信息的能力。
1. (教師為學生準備道具，設置情景，讓學生根據關鍵詞表演對話，完成1b。)
T: Practice the dialog with your partner according to the key words and phrases, then act it out.
(教師把事先準備好的藥片、水杯等放在講臺上，讓學生做類似對話。)
Ss: …
2. (讓學生獨立完成1c。)
T: Well done! Boys and girls, now please number the sentences by yourselves, then make a conversation.
(學生做1c的同時，教師板書1c中的重點句型及短語。)
How are you feeling?
Why don’t you …? = Why not …?
day and night
You’d better (not) do …
(核對答案，并要求學生朗讀句子。)
3. (讓學生用板書的句子及短語編對話，掌握重點知識。)
T: Please make a dialog according to the phrases and sentences on the blackboard. Then act it out.
4. (做游戲，把全班分成兩組，A組選出一名學生表演病狀，B組猜出其病情并提出一項建議。兩組交替角色。猜對病情加1分，給出建議加2分，最后評出獲勝組，并給予鼓勵或小小的獎勵。)
(GA) S1: (不停地咳嗽。)
(GB) Ss: You have a bad cold. You’d better have a good rest.
(GB) S2: (表演牙疼。)
(GA) Ss: You have a toothache. You should see a dentist.
…
T: Please stop here! Let me see. Oh, Group A is better. Congratulations! Group B, can you sing an English song for Group A?
GB: OK.
(如果時間允許，可采用生日快樂歌的曲調唱Good morning/afternoon to you! 每唱完一句，快速擊掌三下，使課堂氣氛達到高潮。)
Step 4Practice 第四步練習(時間:10分鐘)
通過教師假裝上課時出現的意外狀況，引入對相應疾病提出建議的話題，以培養學生關心他人及照顧自己的能力。
1. (老師手摸喉嚨，并作很難受的樣子，提示學生向老師提問。)
S1: What’s wrong with you, Miss Liao?
T: I have a sore throat.
(板書并要求學生理解。)
throat
S1 : You should/had better take good care of yourself.(幫助學生回答。)
(板書并要求學生掌握。)
care
take care of
T: Thank you. I will. I think I had better lie down and rest after work.
(提示一名同學作牙疼狀。)
T:What’s wrong with you?
S2: I have a toothache.
T:You had better not eat too much candy.
(板書并讓學生掌握。)
candy
2. (根據2a中所給的例子，兩人一組用方框中的句子練習對話。完成2a。)
T: Now, please make new dialogs with your partner according to the example in2a.
(學生兩人一組快速練習had better, had better not, should, shouldn’t。然后檢查幾組學生，教師給予點評，要求學生盡可能多地給出建議。)
3. (看2b圖片，完成2b練習，鞏固had better (not), should (not)的用法。)
T: Now, please look at the pictures of 2b. Fill in the blanks according to the pictures.
(可進行搶答，答對者全班擊掌三下給予鼓勵。若有條件可用幻燈片出示每幅圖片及內容。)
(先讓學生根據語境猜測對話中生詞的詞義，然后板書并要求學生掌握。)
brush, Internet, tooth (teeth)
Step 5Project 第五步綜合探究活動(時間:5分鐘)
讓學生把所學知識用于實際，體現“學以致用”原則并培養學生的語言運用能力。
1. (根據1a和1c對話內容，創設情景，讓學生兩人一組進行對話，深入有關看病的話題。)
T: Suppose you are ill, you go to see a doctor. Make a dialog between you and the doctor. The following expressions can help you.
How are you feeling?
What’s wrong? = What’s the matter?
Not so well. (I’m feeling terrible.)
How long have you been like this?
feel like doing
You’d better (not) …
You should (not) …
Why not …?
Example:
S1: What’s wrong with you, S2?
S2: I’m feeling terrible …
2. (找幾組學生進行表演，評出最好的一組給予表揚。)
3. Homework:
編五個對話，將五種疾病toothache, fever, sore throat, headache, stomachache分別融入話題，用had better …及had better not …, should …及should not …結構寫出醫生的建議。
板書設計：
You’d better go to see a doctor.
Section B
day and night You’d better go to see a doctor.
feel like doing How long have you been like this?
take care of Shall I take you to the hospital?
on the Internet Why don’t you …? = Why not …?
Why don’t you have a good rest?
You’d better not go to school today.
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