仁爱科普版八年级上册Topic 1 You should brush your teeth twice a day.多媒体教学课件ppt

Step

Student activity

Teacher activity

Design Intention

Part1

Lead-in

(7 minutes)

1.Focus their attention on the teacher.

2.The students answers together.

3.Students makes the conversations in pairs.

1.Get students ready for learning.

2.Teacher asks students to review the expressions of illnesses.

3.Teacher shows the problems and ask students to give advice.Then asks them to make conversations.

通过复习疾病的表达和给建议的表达，能够帮助学生巩固上节课所学的重点知识。

Step

Student activity

Teacher activity

Design Intention

Part2

Presentation

(8minutes)

1.Students make predication with the pictures.

2.Students guess the order according to the

pictures.

3.Each student describes one picture so that the whole group finishes describing all the pictures.

4.Students write down the verb phrases. They

may ask the teacher something they don’t

understand.

5.Students read 1a silently and finish 1b.

6.Students understand the phrases and take notes.

7.Students read the passage under the teacher’s request.

1.Teacher asks students to make prediction according to the pictures.

2.Teacher asks the students to finish pre-reading work of 1a .

3.Teacher shows the pictures of 1a and asks the students to describe the pictures by connecting the verb phrases together in groups.

4.Teacher asks the students to read 1a again and write the proper verb phrases under each picture. When they are writing, teacher explains “cry” and “serious”. “Cry” means “shout out with tears!”. “Serious” means “too bad or too terrible”.

5.Teacher asks the students to finish 1b.

6.Teacher checks the students’ answers.

7.Teacher plays the recording sentence by sentence and asks the students to follow.Then Teacher plays the recording without stopping and asks students to follow at the same speed.

按照predication，skimming,scanning,detail reading的阅读策略，循序渐进，培养学生的阅读能力。

新课的读包括至少三遍读：第一遍一句句跟读；第二遍跟录音同步读；第三遍齐读。足够的跟读练习能够让学生感知和体验标准的发音。

Step

Student activity

Teacher activity

Design Intention

Part3

Consolidation

(10 minutes)

1.Students listen carefully and finish the tasks on screen. And take notes.

2.Students read 1a and act it out in groups.

3.Students design a role-play to act 1a in a group. Six roles are Michael, Maria, Kangkang, Jane, taxi driver and doctor.

4.Each group act near their seats.

1.Teacher explains the key phrases and language points.

2.Teacher asks students to read and act 1a out in groups.

3.Teacher organizes the students to finish 2 by

performing the story. Teacher offers three or

four minutes for students to prepare.

4.Teacher asks each group to act the play completely.

通过小组活动，让学生生生互动，互相纠错，并能在真实语境中运用新知。

Part4

Practice

(10 minutes)

1.Students say the sentences in pairs, and then write their answers.They understand “take care of yourself” with the help of the synonymous phrase “look after yourself”.

2.Students fill in the blanks in 3 and write a

note for leave.

3.Volunteers read the note for leave for the

whole class.

1.Teacher asks the students to finish 1d. Teacher

explains “take care of” by introducing the synonymous phrase “look after”.

2.Teacher asks the students to finish 3 and learn to write a note for leave.

3.Teacher checks the students’ answers while they are reading.

Step

Student activity

Teacher activity

Design Intention

Part5

Production

(8 minutes)

1.All the students should know the meaning of the summary.

2.Memorize the summary after class.

3.Students finish the exercise book of  U2T3SC.

1.Teacher summarizes what the students have learned today. Some important languages points are shown on the computer screen.

2.Teacher asks the students to Review the summary after class.

3.Teacher assigns the students finish the exercise book of U2T3SC.

布置复习的作业，能够帮助学生养成良好的学习习惯。

Unit 2 Keeping Healthy

Topic 1 You should brush your teeth twice a day.

Section C

1. Maria flew … while Michael played …

  While/at the same time                      is—was

2. I am going to try something new.               fly—flew

something new                              do—did

3. fall down with a cry                          go—went

4. Are you hurt?                              fall—fell

  Did you hurt yourself?                       run—ran

Are you badly hurt?                         hurt—hurt

5. My leg really hurts.                         come—came

  My legs hurt.                              take—took

6. The X-rays show that it’s not serious.           tell—told

7. You need to rest at home.                     leave—left           

are—were