仁爱版八年级英语上册：Unit 2 Keeping Healthy Topic 2 Section C 课件
D. too much
3. Don’t eat a lot of candy, it will make you _____. A. be sick B. are sick C. sick D. to be sick
根据提示完成句子 was surprised to (很惊讶) find that his father 1. He ______________ bought him a present. 2. The thieves _____________ forced him to (强迫他) take out the money. as soon as (一…… 3. They stopped talking __________
选择正确答案。
1. We should keep ______ both in mind and body.
A. diary B. healthy C. happy D. health
2. I haven’t _____ time to watch TV.
A. few B. too many
C. little
Work in groups. And design a healthy menu.
Healthy meals
Breakfast: _________________________ Lunch: _________________________ Dinner: _________________________ At night: _________________________
We all want to be healthy. So we … should shouldn’t must mustn’t had better had better not have to need
Homework
Write a short passage about your breakfast to show what we should eat to keep de him taste it. make sb. do sth. 使某人做某事 Eg: 妈妈总是让我学习英语。 My mother always makes me study English. 4. He was surprised to find that it was delicious. be surprised to do sth. 对做某事很惊讶 Eg: 她很惊讶地发现她的新自行车不见了。 She was surprised to find that her new bike was lost.
Jane’s mother often forced her ___________ to drink milk because it’s ____________. a healthy drink Michael’s mother asks him __________________________ to eat many vegetables and fruit because they can keep him healthy _______________.
What Mothers Said to Eat
Mothers always tell their children what they should eat. When Kangkang was a child, his mother often told him, “ Be careful not to eat too much salt or sugar.” She said it might cause illness. Maria’s mother always took care of Maria very well. For example, Maria’s teeth were very weak, so her mother said that she mustn’t eat too much candy or ice cream. Milk is a healthy drink. Jane didn’t like it, but her mother always forced her to drink it. Every
True False
1. Her mother always forced her to drink it. force sb. to do sth. 强迫某人做某事 Eg: 这老板常常强迫工人工作12小时。 This boss often forces the workers to work for 12 hours. 2. As soon as Michael saw it, he got mad. as soon as 一…… 就…… (引导时间状语从句） Eg: 我一到北京就打电话给你。 I will call you as soon as I get to Beijing.
Unit 2 Keeping Healthy
Topic 2 I must ask him to give up smoking.
Section C
rice
cabbage sandwich tomato candy
ice-cream chocolate potato chips strawberry fish watermelon chicken beef
就……) the teacher came in. 4. Eating too much meat _________________. might cause illness (可 能会引起疾病)
What should we eat to keep healthy?
Discuss and give a report like this:
D. Don’t eat too much candy or ice cream.
1c Listen to 1a again and circle True or False.
1. Kangkang liked to eat much sugar when he was a child. True False 2. Maria’s teeth were not strong because she liked eating ice cream. True False
biscuit
apple
Work in groups and write down the food you know.
Vegetables: tomato, cabbage, _________________ Meat: chicken, fish，___________________________
4. He eats fish, strawberries and ice cream for dinner. 5. He enjoys eating candy ,biscuit and chocolate.
Look at the foods that Danny eats and discuss if they are healthy. If not, give your advice.
morning before she left school, she had to drink a glass of milk because her mother was always watching her. During Michael’s childhood, he had to eat many vegetables and fruit to keep healthy. Once, cabbage wad on his plate. As so as Michael saw It, he got mad. But his mother made him taste it. He was so surprised to find that it was delicious!
1b
Listen to 1a and match the following sentences with the pictures.
(
)
(
)
(
)
(
)
A. Drink milk.
B. Don’t eat too much salt or sugar.
C. Eat vegetables and fruit.
Fruits: apple, banana, _________________________
Staple: rice, wheat, ____________________________
Write down the food you usually eat. I usually have _________________ for my breakfast. I usually have _________________ for my lunch. I usually have _________________ for my supper.
Look at the foods that Danny eats and discuss if they are healthy. If not, give your advice.
Danny’s meals Breakfast: sandwich, potato chips Lunch: rice with a lot of meat, such as chicken, beef, etc. Dinner: fish, strawberries, ice cream At night: candy, chocolate, biscuit My advice: __________________ __________________ ______
仁爱八年级上册Unit 2 Keeping Healthy Topic1 Section D教案教学反思教学设计
仁爱八年级上册Unit 2 Keeping Healthy Topic1 Section D教案教学反思教学设计各位读友大家好，此文档由网络收集而来，欢迎您下载，谢谢仁爱版八年级上Unit2keepingHealthyTopic1you’教学设计Themainactivitiesare1aand3.本课重点活动是1a和3。
Ⅰ.Teachingaimsanddemands教学目标:sick,both…and…,ice,icecream,coldpill :youshould/shouldn’t…you’dbetterdo…whynot…?/whydon’tyou…?Ⅱ.Teachingaids教具小黑板/录音机/幻灯片/小纸箱/卡片Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习通过复习疾病及建议的表达方式，导入本课新单词。
1.T:Boysandgirls,todaywewillreviewthemain knowledge.AboutIllnessGroupABcDwordPhraseSente nceAboutAdviceGroupABcDwordPhraseSent enceT:’S1:Ihaveatoothache.S2:youshouldgotoseeadentist.S3:Ihaveaheadache.S4:you’dbetterstayinbedandtakeagoodrest.S5:I’mfeelingterrible.S6:you’dbettergotoseeadoctor.S7:Ihavetheflu.S8:youshoulddrinklotsofboiledwater.…2.T:welldone!Now,sumupthemainlanguagep ointsinthistopicbyyourselves,andthenmake adialogonebyone.S9:what’swrongwithyou?/what’sthematter?S10:I’mafraid…S11:you’dbetterdrinkalotofboiledwater./you’dbetterhaveagoodrest.…T:Verygood.Languagepoints:what’swrongwith…?what’sthematter…?takearesttakecareofalotof/lotsof/plentyoftakesomemedicine/takesomepillsbrushone’steethDon’tworry!nothingserious3.T:Thenlet’’smakesentences,ok?Ss:ok.T:Takeagoodrest.S1:youshouldtakeagoodrest.T:S1:youshouldtakecareofyoureyes.T:Takesomepills.S2:whenIhaveacold,Itakesomepills.…T:Good.GroupA√√√√GroupB√√√T:GroupAwins!congratulations!Ss:yeah!Step2Presentation第二步呈现通过对疾病和建议的表达方式的复习，培养学生综合运用语言的能力。
仁爱版八年级上册英语Unit 2 Keeping Healthy Topic 1知识点梳理
Unit 2Keeping Healthy【考点解析】Topic 1 You should brush your teeth twice a daySection A1.what's wrong with sb.／sth.=what’s the matter with sb.／sth.2.have a cold患感冒，have后可跟表示疾病的词语。
用来表示“患……疾病”。
e.g.have a headache／the flu【例1】You look so pale on your face，do you______ ______ _______(患感冒)?3.should／shouldn't情态动词“应该／不应该”e.g.Should I do sth.?Yes，you should.／No，you shouldn't.／No，you needn't.【例2】—How was the youth club last night，Mark?—It was great fun.You________ come.A.mustB.canC.shouldD.may以下是我们所学过的情态动词：(1)can能／会，can't不能／不允许，过去式could，couldn't。
e.g.Can I do sth.?Yes，you can／No，you can't.(2)need“需要”，作为情态动词时无人称和时态的变化，多用于疑问句或否定句中。
e.g.Need I do sth.?Yes，you must／have to.No，you needn't／don't have to.(3)must必须，mustn’t表示“禁止”。
e.g.Must I do sth.?Yes，you must.No，you needn't／don't have to.(4)may“可以／能够”，无否定形式。
仁爱八年级英语上Unit2 Keeping Healthy Topic 1 Section A
You made my day!
我们，还在路上……
1._Y_o_u__s__h_o_u__ld__n_’t__r_e_a_d__i_n__th__e_s__u_n_._____ 2._H__e__s_h_o__u_l_d_s__e_e__a__d_o_c_t_o_r_.___________ 3._Y_o__u__s_h_o_u__ld__n_’_t_e_a_t__to__o__m__u_c_h__. ______
illnesses
咳嗽 have a cough
胃痛 have a stomachache
头痛 have a headache
Listen and number the pictures. Then 录音 1c-P27 ask and answer with your partner
4
1
3
5
7
6
2
Listen to 1a and choose the correct answers. 录音1a-P27
1. Kangkang has a ______.
A backache B headache C toothache
2. Betty suggests that Kangkang should see a ___.
see a dentist.
Kangkang: I think I will.
Betty:
I hope you’ll get well soon.
Kangkang: Thank you.
1.What’s wrong with you? =what’s the matter with you? 你怎么了？
Homework
仁爱英语八年级上册unit2课文翻译
Unit 2 Keeping HealthyTopic 1 SectionA 1a贝蒂：你看起来气色很不好。
怎么啦？康康：我牙痛。
贝蒂：听到这个消息我很难过。
你应该去看牙科医生。
康康：我想我会去的。
贝蒂：希望你快点好起来。
康康：谢谢你。
Sectiom B 1a史蒂夫：布鲁斯，你好。
你看上去脸色苍白，怎么了？布鲁斯：恩，我感觉很难受！我头痛而且咳嗽。
史蒂夫：听到这个消息我很难过。
你这样多久了？布鲁斯：两天了。
史蒂夫：你也许感冒了。
你最好去看医生。
布鲁斯：我想我会去的。
史蒂夫：我带你去医院好吗？布鲁斯：不用了，谢谢。
我现在回家休息一下，明天去看医生。
SectionC 1a江医生：迈克尔，你好，你今天感觉怎么样？迈克尔：不太糟。
但是我一动左腿它还痛。
江医生：噢，别担心！你的X光片显示它没什么大碍。
让我再给你检查一次。
迈克尔：哎呦！江医生：对不起，迈克尔。
服下这些药片。
每次两片，一天三次。
迈克尔：好吧，我会的。
江医生：卧床休息，不要让腿动得太多。
迈克尔：好的，江医生。
多谢了。
（玛利亚，简和康康来医院看望迈克尔。
）玛，简，康：嗨，迈克尔，今天感觉好些了吗？迈克尔：好多了。
噢，谢谢你们的花和水果。
玛利亚：你最好不要让腿动得太多。
简：好好休息，不要担心你的功课。
康康：遵从医嘱，你很快就会康复的。
迈克尔：谢谢你们。
Section D 1a亲爱的莉莉：你好吗？感谢这本有趣的书。
我非常喜欢它，但直到今天我才能看到。
我度过了一个非常______的周末。
我____,____。
上周五，我踢了两个小时的足球，之后，我得了_____。
我妹妹也病了。
她日日夜夜________。
但请不要为我们担心，我们很快就会_____.致以美好的祝愿，彼得1b亲爱的彼得：得知你和你妹妹都病了的消息我很难过，你们现在好了吗？如果你嗓子还痛，你最好_______你的朋友Topic 2 Section A 1a简：康康，你看上去很累。
怎么了？康康：我头痛。
英语(仁爱版)八年级上册：Unit2KeepingHealthyTopic1SectionA课件
5.你看起来精神不是很好。你应该好好休息。
You_____d_o_n_’_t_lo_o_k_w__e_l_l ____. You_____s_h_o_u_l_d_h_a_v_e_a_g__o_o_d_r_e_s_t______.
1zxxk.w 他怎么啦?
2.她W得ha了t’s感w冒ron。g/thematterwithhim?
Canyougiveyouradvice?
2._H__e_s_h_o__u_ld__s_e_e_a_d_o__c_to__r._______________
3._Y__o_u_s_h__o_u_l_d_n_’_te_a__tt_o_o_m__u_c__h_. __________
zxxkw
P282ReadandGiveadvice.
Ihaveaheadache.
--What’swrongwithhim/her? --He/Shehas….
acold
afever
zxxkw
--What’swrongwithhim/her? =What'sthematterwithher/him? --He/Shehas….
acough
theflu（流感）
zxxkw
--What’swrongwithhim/her? =What'sthematterwithher/him? --He/Shehas….
3.BettyhopesKangkangwill
____B_wellsoon.
A.goB.getC.make
zxxkw
Betty:Hello,Kangkang!Youd听o到n’不tlo好o消k well.What’swrongwithyou? 息时的一种 Kangkang:Ihaveatoothache. 委婉表达 Betty:I’msorrytohearthat.Youshould seeadentist. Kangkang:IthinkIwill. Betty:Ihopeyou’llgetwellsoon. Kangkang:Thankyou.
仁爱版八年级上Unit 2 Keeping HealthyTopic 1
仁爱版八年级上Unit 2 Keeping HealthyTopic 1 You should brush your teeth twicea day.同步练习一、根据图片显示的病症写出相应的词组。
（1） ________（2） ________（3） ________（4） ________（5） ________二、根据汉语提示完成句子。
（1）—你怎么了？—我感冒了。
—你应该喝足够的开水。
— ________ ________ with you?— I ________ ________ ________.— You should ________ ________ ________ ________.（2）—我背痛。
—你不应该抬重物。
— I have a backache.— You shouldn't ________ ________ ________.（3）如果晚上喝太多的茶或咖啡，你会睡不好。
If you drink ________ ________ ________ ________ ________ in the evening, you can't sleep well.（4）他头疼了，应该待在床上好好休息。
He has a headache, he should________ ________ ________ ________ ________ ________ ________ ________.（5）我希望你早日康复。
I hope you'll ________ ________ soon.三、根据音标或汉语提示完成句子。
（1）If you are ill, you should follow the doctor's ________. / sə'dʒestʃən/（2）Children like eating ________ , but it's bad for their teeth. / 'kændɪ/（3）I am thirsty(口渴). I ________ ________ drinking some boiled water. （想要）（4）I have a fever, the doctor tells me to ________ ________ and have a good rest. （躺下）（5）Before the exam, he can't sleep ________ ________ ________. (日日夜夜)（6）Michael has a toothache. He had better ________ ________ ________ twice a day. （刷牙）四、根据对话内容，填写所缺单词，每空一词。
最新仁爱版英语八年级上册《unit 2 keeping healthy》教案.doc
Unit 2 Keeping HealthyTopic 1 How are you feeling today?Section ATeaching aims and demands:1Understand the dialog about seeing a doctor.2Learn how to express feelings and pains.3Learn how to give advice to others.Teaching procedure:Step 1 ReviewGreeting to each other. The teacher and students ask each other some questions. (chain questions)For example:Teacher: How are you?Student 1: Fine, thank you, and you?(to Student 2)Student 2: I’m fine, too. (to Student 3:) How about you?Student 3: I’m fine, thanks, and you?(to Student 4)Student 4: I’m very well. (to Student 5:) How do you feel today?Student 5: I feel very well.Teacher: Why?Student 5: Because it’s a fine day today.Step 2 Presentation1.After the questions. The teacher summarizes the feelings:We re all very well today.We feel very happy.But how does Betty feel, do you know?Then the teacher shows a picture of Betty, and helps students answer.Play the recorder, and let students find the answers according to thelistening:(1a)2.Show some more pictures,or reading passage 2, then ask and answer: What s the matter with him？At last, the teacher writes the key words on the blackboard and explain the new wordsStep 3 ConsolidationThe teacher acts as if he has a headache. Let students guess:What’s the matter with me?You have a headache.Ask the students for some advice:If I have a ..., what should I do?Then finish the exercises in 3a.Step 4 Practice1. Make a conversation in pairs.Finish 1b and 3b.For example:One student acts as if he has a toothache,another student ask him some questions. Let them make dialogs.2. Finish 4. Play the tape recorder.Let students find the correct picture and check the answer. Then play again. Let the students follow the readingStep 5 ProjectThe teacher gives the students some notes which have the phrases on them: have a headache, have a stomachache, have a toothache and so on. Let the students who gets the note act as if he has a headache. Let the other students guess and give a quick answer. Then give some advice on it.Section BTeaching aims and demands:1Go on talking about seeing a doctor.2Understand the dialogs about seeing a doctor.3Review how to give advice.Teaching procedure:Step 1 ReviewShow the pictures in last period. Let students give a quick answer. (chain questions)Teacher: What s the matter with him?Student 1:He has a toothache.Teacher: What should he do?Student 2:He should see a dentist.Change to another picture and go on with the question.Step 2 Presentation1. After showing the pictures in las t period. Show a new picture, which shows the conversation between Bruce and Mr.Lee. (or let the students have a look at 1.)Ask these questions:How does Bruce look?How does Bruce feel?Help students answer:Bruce looks pale!He doesn t feel very well!2. Play the tape recorder. Let students complete the dialog according to the listening:Mr.Lee: Hey, Bruce. You pale. What’s ?Bruce: Well. I have a and a .Mr.Lee: I’m to hear that. you have the .Bruce: DW〗Oh, I’m terrible.Mr.Lee:You’ d better go to see a . Shall I you the ?Bruce: No, thank you! I’ll some medicine and see how it .Then let the students open their books, read the dialog in 1 and check their answers.The teacher explain the new words and language points:pale, maybe, terrible, medicineYou look pale!Shall I ...... see how it goes.Step 3 ConsolidationLet students finish 2. Make a competition. Let’s see who is the first to finish the dialog, then listen and check the answer.Make sure that the students can read the dialog correctly. Then act it out.Step 4 Practice1. Do 3. First Match the sentences. Then make up a dialog in pairs.2. Do 4.Listen and fill in the blanks. Then listen again and check the answers. Step 5 ProjectSuppose Xiao Qiang has something wrong when he is at school.(Students may have different ideas about the illnesses.) Xiao Qiang talks to Mr.Wang at Mr.Wang’s office. Make up a dialog between Xiao Qiang and Mr.Wang. Finish the dialog during 3 to 5 minutes. And then perform in front of the class.Section CTeaching aims and demands:1Learn to Listen to some materials and get information.2Learn to use what we learned.3Learn to ask for and give advice.Teaching procedure:Step 1 ReviewGreeting each other. Play the guessing game. The teacher act out different illnesses. Let students guess what it is. Ask and answer: What’s wrong with me?You have a headache/a stomachache.What should I do?You should ...You’d better ...Step 2 PresentationThe teacher act as if his leg hurts. Then tell students: My leg hurts.Explain the new word “hurt” and ask:What happened to me? Guess!Then lead into:I had an accident, and I hurt my leg. Someone had an accident, too. Please listen to the story.Play the tape recorder，then finish 1a and 1b.After listening to the story. Let students describe the picturesaccording to the tape.Play again, and let students answer the questions 1b. Then check their answers.Explain the use of “hurt”Step 3 Consolidation1. The teacher asks: What should Michael do?Let the students answer first. Then listen to the dialog 2a. And finish 2b.take some medicine.Michael should stay in bed.eat a lot of fruit and drink plenty of water.Michael shouldn t move his leg too much.2. Play the tape again. Let students follow and imitate, then check their answers according to the dialog:1. F 2. F3. FStep 4 Pra ctice1. Pair work: Suppose one is a doctor, the other is a patient. Make up a dialog and act it out.2. Chain story: The teacher may give the beginning. Let the students continue with the story one by one.For example:Teacher: Yesterday Xiao Ming played basketball with his friends. Student A: Suddenly he fell down and hurt his left arm.Student B:...Step 5 ProjectHave a competition: Divide the class into groups. Each group begins a story from the first student to the last. One sentence each. At last, let’s see which group has the best story in the shortest time.Section DTeaching aims and demands:1Sum up the sentence patterns and useful expressions in Topic 1.2Improve listening and speaking skills to writing skills.3Lead up suggestion voice to other topic.Teaching procedure:Step 1 ReviewAsk some questions about what they learned in the last perio d.Who had an accident?What was wrong with him?Who went to call a taxi?What was Dr.Jiang s advice to Michael?Who came to visit Michael in hospital?Let students retell the story of Michael according to these questions. Step 2 Presentation1. The teacher shows a letter and tell: This is a letter from Peter to Lily. But it’s not completed. Let’s help Peter to complete this letter. Let students finish 1a then read the passage loudly.Notes: 1) not... until...2) worry about ...2. The teacher asks some questions about the passage:1) Why can t Peter read the books?2) What was wrong with Peter?3) How did Peter get sick?4) How was Peter’s sister?While students are answering these questions, the teacher writes some key words on the blackboard.couldn t — until — had — weekend — a sore throat —a toothache —Friday — football — flu — sister — sick — coughedThen let the students retell the story according to the above words.Step 3 ConsolidationDo 1b. First give Peter some advice orally, then let students write down their answers. Ask some students to read their answers, then help them check the answers.Step 4 Practice1. Do 3.Put the sentences into the right blanks. Read the dialog in pairs.2. Divide the class into two groups. Think of some probl ems about health. Ask each other for help. Give some advice to solve the problem. The group which can t solve the problem will lose.Step 5 ProjectWork in groups. Four in one group. Each student goes over one section of Topic 1. Summarize the language points. At last, share with each other.Topic 2 Is it good for your health?Section ATeaching aims and demands:1.Learn to talk about the topic of the healthy living habits.2.Learn to use the gerund as the subject.3.Go on practicing how to give advice.Teaching procedure:Step 1 ReviewShow some pictures of Topic 1.Section 1, ask and answer:Teacher:What s wrong with him?Student:He has a headache.Teacher:I think he should/shouldn t...Teacher:What s the trouble with her?Student:She has a cold.Teacher:She had better(not)...Review like this.Step 2 Presentation1Teacher:Kangkang is also feeling terrible today. What s the trouble with him?Play the tape. Let students answer the questions according to listening.2Explain the new words: stay up late, health, tonight. Play again. Let students follow and imitate the reading.(1a)3Do 1b. Students practice and act it out.Step 3 Consolidation1 Play the tape. Let students do 2.2Play again, let students follow and imitate the reading. Check the answer to “How did Wang Jun get a headache?”Step 4 Practice1Do 3: Pair work.Teacher:If I have a headache, what should I do?Student:You should/shouldn t.../You d better(not)...Then students ask and answer questions like this. (chain questions) 2Teacher:Bad habits can cause headache or other illness. So we should have good hadits.Explain “habit”, then write down “habit” and “good/bad”. Students do 4a.3Teacher:What other habits do you have?Student:I like getting up late.Teacher:Is getting up late good or bad for your health?Students:...Students work in pairs like this, finish 4b:A: Is ... good or bad for your health?B: It s good/bad....Step 5 Project1. Group work: Four students work in one group. Talk about what are healthy habits, and what are unhealthy habits. Try to use these sentences:(4b) —Is going to bed early good or bad for your health?—It’s good.Then choose one student to write down the result. And choose a speaker to give a report to the whole class.For example: We think that going to bed early is good for our health.So we should go to bed early every day.Playing sports after meals is bad for our health.So we shouldn t play sports after meals.Section BTeaching aims and demands:1Go on learning good habits to keep healthy.2Improve from “listen, read” skills to “speak, write” skills step by step.3Master “must” and “must not”.Teaching procedure:Step 1 ReviewGo on with the report on healthy habits. The teacher point out the language points:Doing sth is good/bad for ...You should do ...Step 2 Presentation1. The teacher write some habits on the blackboard.For example: eat breakfastgo out for a walkgo to bed early and get up earlydrink plenty of waterThen the teacher summarize: These are all healthy habits.But do you know why they can help us keep healthy?2. Play the tape recorder. Let the students find out the answers according to listening. (1a) First play once, if the students can not find all the answers. Play again. Then write down the key words for the answers on the blackboard:eat breakfast——gives ... energy ...go out for a walk —— good exercise ... necessary...drink plenty of water ——...good...health.go to bed early and get up early ——... keep...active... daytime.The teacher points out the new words. Make sure that the students can read and understand them exactly.Step 3 Consolidation1. Let students retell the passage according to the key words on the blackboard.2. Do 1b, write the vocabularies to finish the sentences.Step 4 Practice1. Do 2a. Let students speak the sentences orally:Ｙou must wash hands before meals. You must not read in strong sunlight.2. Then let students write more sentences by using “You must ...”and “You must not ...”.Step 5 Project1. Work in groups. Four students work in one group. Finish 2b. Choose one student to write down the result, and another student to give a report to the whole class.2. The students who has no chance to report should practice more after class and get ready to report in the next period.Section CTeaching aims and demands:1 Improve students’ablities from listening, speaking to reading.2Learn to get information from the passage by skimming.3Learn to summerize by scanning.Teaching procedure:Step 1 Review1. Let some students give a report on the project they finished in last period. The teacher points out the important sentences:You must .../You must not...2. Let the students think about the causes of the headache. And try to give some answers.Step 2 Presentation1. Play the tape recorder 1a. Let students tell “True” or “False”about these sentences:1)A headache is a disease.2)A headache may show that something in your body is wrong.3)We may have more than one headache each week.4)Headaches can often make you worried.5)You needn t go to see the doctor when you have a headache.The teacher can write down these sentences on flash cards before class, or he can read them after playing the tape.2. Skimming. Let students read the passage quickly and master the main idea. Underline the new words and the teacher explains them.3. Scanning. Read the passage more carefully. Then finish the questions in 1a.Step 3 ConsolidationThe teacher check the students’ answers. Then write some key words of the answers on the blackboard. Let the students retell the passage according to the key words.1)not a disease —— show —— wrong2)a fever —— other illnesses3)may get a headache whenwork —— hardcan t —— enough sleep exercise —— emptyStep 4 PracticeLet the students discuss: How does a body become sick?Then do 2a. Let students tell the ways of becoming sick:1)through the nose2)through the mouth3)through the skinStep 5 Project1. According to the result of Step 4. Let the students find out some ways to stop germs 2b. First speak some sentences orally. Make sure to use “We should .../should not...” and “We must.../must not...”.2. After the oral practice, let each of the students write at least 5 sentences about how to stop germs.Section DTeaching aims an demands:1Go on learn ing what are healthy habits.2Improve the students listening, speaking, reading and writing skills.3Summerize the grammar focus and useful expressions in the topic. Teaching procedure:Step 1 Review1. Let some students report the project in last period. The teacher point out the language points.2. The teacher asks the students something about healthy habits. For example:—What are healthy habits?—Going to bed early is good for our health.—Doing morning exercises is a healthy habit.Step 2 Presentation1. After talking about healthy habits. The teacher asks somethingabout healthy foods.Show some pictures and put them on the blackboard, and write the names of the foods. Make sure the students can read all of them.2. Let the students divide these foods into groups. finish 1b.3. Let students tell which are healthy foods and which are unhealthy foods.Step 3 Consolidation1. Play the tape recorder 1a. Complete the passage according to the listening.As we know, gives us energy. We must have to keep us .Of course, we must also have the of . We should eat more and and less . A cup of and an a day can help make us . Different help us in different . Too , too or a choice of can make us .2. Play again. Let the students follow and imitate the reading.Step 4 PracticeLet the students do 3 by themselves. Then give a report to the whole class.Step 5 Project1. Let students go over all the pattern sentences in this topic 2a,2b. Finish the writing project 3 by using the sentences they have learned inTopic 2. Each student writes at least 5 sentences.2. Write a short passage which contains 6080 words.Title: How to Keep HealthyInstruction: Try to use the sentences you have learned in Topic 2 as many as possible.Topic 3 We should do our best to fight SARS.Section ATeaching aims and demands:1Talk about how to fight SARS.2Learn how to interview others.3Master the words “should” and “shouldn t”.Teaching procedure:Step 1 ReviewLet the students tell good habits and bad habits. Use these sentences:We should do ...We shouldn t do ...We must do ...We must not do ...We don t have to ...Step 2 Presentation1. First the teacher says to the students “Good habits can help us to keep healthy. But bad habits can cause diseases. In 2003, there was a serious disease called SARS （Severe Acute Respirators Syndrone)”. Then ask them, “what do you know about SARS?” Ask the students to talk about “SARS”.2. Introduce Kangkang s father to the students. Then the studentslisten to the dialog and answer the questions:—What do you know about SARS according to the listening?—It spreads easily among people.Play again, ask more questions:—What should we do to stop it?—We’d better have a balanced diet and take more exercise.—We must not go to the crowded places.Step 3 Consolidation1. Play the tape recorder, and let students follow the tape and imitate.2. Do 1b, and finish the questions in pairs.Step 4 Practice1. Let students think of more good ideas to stop SARS away from us.2. Do 2, then make up dialogs in pairs.Step 5 Project1. Make an interview: Four in one group. Suppose one of them is a journalist and the others are doctors. He asks questions, the other three answer.2. Every student writes at least three sentences about how to fight SARS.Section BTeaching aims and demands:1Learn how to make a telephone call.2Make sure you can take a message of a telephone call.3Make sure you can read the telephone message.Teaching procedure:Step 1 Review1. Let student retell at least three sentences about how to fight SARS.2. Ask and answer about Kankang’s father:What’s Kangkang’s father?Where is he now?Why can t he go home?Step 2 Presentation1. The teacher lead into: Kangkang misses his father very much. What should he do?The students may answer: He should call his father.2. Listen to the dialog 1a and answer questions:1)Can Kangkang’s father answer the phone? Why or why not?2)What is he doing now?3)What does Kangkang tell his father?4)What will Miss Hu do?3. Play the tape again, and finish 1b.Step 3 ConsolidationLet students read 2. Put the sentences in the right order, and make up a new similar dialog.Step 4 Practice1. Read the telephone messages 1b. Complete the dialog according to the information from the messages.2. Listen to the tape. Follow and imitate.Step 5 ProjectSuppose you are calling Xiao Wang. But he’s not in. His mum answers the telephone call. You ask her to give him a message. Tell him to go to the zoo with you at 8∶30 tomorrow morning.Let students make up a dialog in pairs, then act it out.Section CTeaching aims and demands:1Learn how to do the skimming and get information.2Master the simple past tense.Teaching procedure:Step 1 Review1. Ask some questions about SARS:What do you know about SARS?What should we do to stop SARS away from us?2. Let some students introduce something about Kangkang’s father. What do you know about Kangkang’s father?Step 2 Presentation1. Read the passage 1a, let students tell“True” or “False”.1)Kangkang’s father was a patient in Xiaotangshan Hospital.2)Kangkang’s father could talk with his family on the phone.3)SARS is a kind of serious disease.2. Read the passage more carefully. Answer the questions 1b. The teacher writes some key words on the blackboard:doctor — SARS — serious — hospital — couldn t — home — talk —phone — missed — duty — saveStep 3 Consolidation1. Using the key words on the blackboard, retell the story in 1a.2. Rewrite the story with your own words,and finish 1b.Step 4 Practice1. Listening practice: Listen to the dia log and finish the chart below:2. Finish 3b, 3c.Step 5 Project1. Work in groups. Four in one group. Each of the students acts one character: Kangkang, Michael, Jane and Maria. Act out the dialog according to the information in the chart.2.Work in groups. Make a survey and complete the chart below:Choose one speaker to give a report.3.Finish 3c.Let students make up a passage about Kangkang’s father.Section DTeaching aims and remands:1Summerize the grammer focus and useful expressions in topic 3.2Improve the listening, speaking, reading and writing skills.3Go on talking about health.Teaching procedure:Step 1 Review1. Chain questions. Ask the students to answer the following questions quickly:Did you have breakfast this morning?What did you have for breakfast?Where do you usually have lunch?What do you have for lunch?When do you usually have supper?21What do you have for supper?What is your favorite food?Which foods are good for your health?2. Ask and answer in pairs3. Then retell the answers to the class. Step 2 Presentation1. Look at the pictures 1. Describe the differences between these two pictures.2. Play the tape recorder. Choose the correct picture.3. Listen to the tape again, then write down the answers in 1. The teacher writes some key words of the answers on the blackboard.Step 3 Consoli dation1. Retell the passage according to the key words.2. Let the students go over the language points in Topic3. Do 2a, 2b.Step 4 PracticeMake a survey to each other. ( Four in one group)Complete the chart below:Choose one speaker to give a report. Give him some advice on how to change his bad habits.Step 5 Project1Discover the information about an illness in 5. If the students 22can t finish it in class, give them enough time to study and find more information after class.2Using the information in Topic 3, ask the students to write a short passage on how to fight the flu.3Enjoy this song “Auld Lang Syne”23。
仁爱版八年级上Unit2KeepingHealthyTopic1
仁爱版八年级上Unit 2 Keeping Healthy Topic1You’d better go to see a doctor.Section C教学设计The main activities are1aand 3. 本课重点活动是1a和3。
Ⅰ. Teaching aims and demands 教学目标1.Learn some new words and phrases:still, X-ray, serious, check over, worry about, advice, taxi2.Learn some useful expressions:(1)But my left leg still hurts when I move it.(2)It’s nothing serious.(3)Two pills each time, three times a day.(4)Thank you for your flowers and fruit.(5)I hope I’ll get well and return to school soon.3.Go on learning how to express your feelings.4.Learn to ask for/give advice.Ⅱ. Teaching aids 教具Step 1 Review 第一步复习(时间:5分钟)通过游戏，复习疾病及建议的表达方式，增强学生学习英语的积极性，导入本课生词。
1. (通过做游戏，实行对话练习，复习上节课的重点词汇和短语。
)T: Boys and girls, let’s play a game.(游戏规则：全班分成两组，A组为男生，B组为女生，A组一名男生说病情，B组一名女生给建议，然后B组下病情，A组下一名同学给建议。
学生说得又快、又准确的那组为优胜组。
)S1GA: I have a stomachache.S1GB: You should take some medicine.S2GB: I have a fever.S2GA: You’d better drink lots of boiled water.S3GA: I have a headache.S3GB: You’d better stay in bed and h ave a good rest.…(假如个别同学不会回答或答错，应由本组组内同学快速补充。
仁爱版八年级上册 Unit2Keeping Healthy Topic 3 Must we exer
What should we do to prevent the flu?
We had better _k_e_e_p_a_w__ay__f_ro_m____ __c_r_o_w_e_d__p_la_c_e_s_. __
What should we do to prevent the flu?
We had better _w_a_s_h__o_u_r_h_a_n_d_s____ _o_f_t_e_n_. ___________
Miss Hu: Hello! People’s Hospital. Kangkang: Hello, Could I speak to Dr. Li Yuping? Miss Hu : I’m afraid he is busy right now. Kangkang: OK, I’ll ring him up later. (Half an hour later) Kangkang: Hello, I’d like to speak to Dr. Li Yuping. Miss Hu: Sorry, he is busy now. Kangkang: Oh, can I leave a message? Miss Hu: Sure, go ahead. Kangkang: This is Kangkang speaking. Please tell my father not to forget the talk tomorrow
must
should may
Why not may
can
1. Who does Kangkang want to speak to?
Listen and answer the questions.
英语(仁爱版)八年级上册：Unit2KeepingHealthyTopic1SectionC+D课件
A.aboutB.showC.inD.for
3.Willyouplease_____B_usyournewbike?
A.toshowB.showC.showingD.showed
4.Thanks____D__yourflowersandfruit.
A.toB.inC.aboutD.for
water.
hadbetternot
3.--______________________________,Lily?
--IfeeWltehraritb’slew,Mrounmg. withyou
4.--Ihopeyouwillgetwellsoon.
--___________________.
5.____T_h__a_n_k_y_o_u____haveagoodrest?
Itwasabeautifuldayandthechildrenplayedinthe park.Michaelplayedonhis__________.Hedid as_ka_t_e_b_o_a_rd_____andhe__di_f_f_ic_u_lt_ju_m_wp ithacr y.Hisleftf_e_ll_d_ow_nhurt.Thechildren_____ataxi .Alengdthe_______tookthemtcoatlhleedhospital.Th edoctortoldttahxeimthatMichaelneededto_____ athomeandtakesomepills， ___________aday.Trheestchildrenweregladtha ttheaccidentwasn’tth_r_e_e__t_i_maensdMichaelfeltb etternow. serious