Unit 2 topic 1 You should brush your teeth.Section C 教案-2024-2025学年 仁爱科普版英语八年级上册

课题 仁爱版八上英语 unit 2 topic 1 You should brush your teeth.Section C 教案 教学目标 1. Knowledge goals Students can understand and master the key words and phrases in the text, such as "have an accident, fall down, hurt, look after, give some pills" and so on. Students can know how to use "should (not) / had better (not)". 2. Skill goals Students can read the text to obtain key information and understand the development of the story. Students can use the vocabulary and phrases to repeat the story, and can make a simple dialogue according to the given situation. Students can write the leave note correctly. 3. Emotional goals Cultivate students' safety awareness and caring quality for others. Encourage students to keep an optimistic and positive attitude when facing difficulties. 教学重难点 1. Teaching focus Understand the content of the text, and master the key words and phrases in the text. Learn to use "should (not) / had better (not)" for advice. 2. Teaching difficulties Story accurately and fluently, and make relevant language output. The correct writing format and content expression of the leave request. 教学方法 1. Task-based teaching method: By assigning various tasks, students can learn and use the language in the process of completing the tasks. 2. Scenario teaching method: create a real language scene, let the students feel and understand the language in the situation. 3. Cooperative learning method: Organize students to jointly study in groups to cultivate students' sense of cooperation and language communication ability. 教学过程 (I) Lead in (5 minutes) 1. Show some pictures of the children playing in the park, including kite flying, skateboarding, etc., and guide the students to describe the activities in the pictures in English. 2. Ask the students: " What do you think might happen when children play in the park?"To trigger the students' thinking and discussion, for the introduction of the text to pave the way. (2) Reading (10 minutes) 1. Let the students see the pictures in the text, try to arrange the pictures in the correct order, and guess what happened to Michael. 2. Students should read the text quickly and check if their guess is correct. 3. The teacher leads the students to read the text carefully, explain the key words and phrases in the text, such as "have an accident, fall down, hurt, look after, give some pills", etc., and help the students understand its usage through examples and sentences. (III) Practice (15 minutes) 1. Students read the text 1a again, complete the exercise 1b, and choose the correct phrase to show the behavior of different characters. 2. Students cooperate in groups and retell the story according to the phrases in 1b. 3. Ask the students to rewrite the sentences in 1d, use "should (not) / had better (not)" to give suggestions, and give their own other suggestions to Michael. (IV) Creation of dialogue (5 minutes) 1. Use the story in the text, let the students create a dialogue between Michael, his friend and the doctor. 2. Ask several groups of students to perform on stage, other students listen carefully and give comments. (V) Writing (10 minutes) 1. Help Michael to complete the leave note. The teacher first guides the students to analyze the format and content points of the leave note, and then asks the students to complete it independently. 2. Select some students' works to display and comment, and emphasize the matters needing attention in writing. 教学反思 In this teaching, the students' picture introduction and prediction activities were stimulated by their interest and curiosity, which paved the way for reading the text. In the process of reading, attention is paid to guiding students to understand key words and phrases, which develops students' reading comprehension ability. Group cooperation retelling stories and dialogue creation activities effectively exercise students' language use ability and cooperative learning ability. However, some deficiencies are also found in the teaching process. For example, some students do not have a solid grasp of vocabulary, which affects their performance in the language output link. In the future teaching, we should strengthen the strength of vocabulary teaching and increase the form and frequency of vocabulary practice. At the same time, we should also pay attention to the individual differences of students, and give more guidance and help to students with learning difficulties, so that every student can make progress in English learning. 学科网（北京）股份有限公司 $$