急求：仁爱英语八年级（上）Unit2 Topic1 Section A说课稿 急求：仁爱初中英语八年级Unit6 Topic 2 Sect...
\u6025\u6c42\u4ec1\u7231\u82f1\u8bed9\u5e74\u7ea7\u4e0a Unit2 Topic1 Section C \u8bf4\u8bfe\u7a3fKangkang,Maria and Jane are taling in a room.The wind outside is blowing strongly)
Kangkang:What bad weather!The wind is blowing strongly With lots of sand.I can't see anything,and my face hurt while I was waling down the street just now.
Maria:I'm sorry to hear that.But what causes these sandstorms?
Jane:People have cut down too many trees.A lot of rich land has changed into desert.
Maria:That's bad,but how can these trees affect the weather?
Jane:Trees can stop the wind from blowing the earth away.
Kangkang:And a lot of water can be saved bu forests.
Jane:They can also prevent the water from washing the earth away.
Kangkang:Cutting down trees is harmful to human beings,animals and plants.Although we have built"the Great Green Wall",we sitll need to work hard to protect the environment.
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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
我在这就不多说了，网上很多可以参考，可以和别的老师交流交流，看看孩子们有什么反应，比较喜欢哪些内容的
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