Unit 2 Topic3 Must we exercise to prevent the flu Section B 教案-2024-2025学年 仁爱科普版英语八年级上册

课题 Topic3 Must we exercise to prevent the flu Section A 教案 一、教学目标 1. 语言知识目标 Students are able to correctly understand and use words and phrases related to the prevention of influenza, such as: prevent,flu,exercise,keep...clean, keep away from, etc. Students can master the usage and difference between the modal verbs mood and have to. Students can use first, second, third, finally, and other sequential words to express opinions and suggestions in an orderly way. 2. 语言技能目标 Students were able to understand conversations and essays about influenza prevention and obtain key information. Students were able to conduct a dialogue fluently about influenza prevention in English, making suggestions and responding to recommendations. Students can understand and understand the text materials about influenza prevention, and complete the relevant tasks. Students were able to write advice on influenza prevention based on pictures and prompts. 3. 情感态度目标 Cultivate students' awareness of paying attention to health and preventing diseases. Guide students to develop good living habits and hygiene habits. 二、教学重难点 1. Teaching focus Master words and phrases related to influenza prevention. Understand and use the use of the modal verb mood. Learn to use first, second, third, finally and other sequential words to express orderly views. 2. Teaching difficulties The difference between the modal verbs mom and have to. Can flexibly use the knowledge learned according to the actual situation to put forward reasonable suggestions to prevent influenza. 三、教学方法 1. Task-based teaching method: By setting various tasks, students can learn and use language knowledge in the process of completing the tasks. 2. Scenario teaching method: create situations related to influenza prevention, so that students can feel and learn the language in a real context. 3. Cooperative learning method: organize students to conduct group cooperative learning to cultivate students' cooperative ability and communication ability. 四、教学过程 (I) Lead in (5 minutes) 1. Play a video about the flu outbreak or show some pictures of the flu patients to arouse students' attention to the flu. Design intention: (Through the intuitive visual impact, stimulate students' interest in learning, lead to the theme of this lesson —— prevention of influenza.） 2. Ask the students about the flu, such as: " Have you ever had the flu?What symptoms do you have when you have the flu?"class. Design intention: (to understand the students' existing knowledge and experience, to pave the way for the subsequent teaching.） (II) Presentation (5 minutes) 1. Show the dialogue content of 1 A. Let the students watch the dialogue while listening to the recording and understand the general idea. Design intention: (cultivate students' listening comprehension ability and reading ability, let students preliminary perception of dialogue content.） 2. Explain the key words and phrases in the dialogue, such as: prevent,flu,build...up,keep...clean, keep away from, etc. Design intention: (help students to remove vocabulary barriers, for the follow-up learning.） 3. Analyze the key sentence patterns in the conversation, such as: " Must we exercise to prevent the flu?"" Yes, we must. ", explaining the use of the modal verb mood, saying" must, must ", and emphasizing the subjective necessity. Design intention: (let the students master the structure and usage of key sentence patterns, and correctly use best to ask and answer questions.） (III) Practice (10 minutes) 1. Ask the students to complete the exercises in 1b, listen to the recording and check Dr. Li's suggestions. Design intention: (Through listening exercises, consolidate students' understanding and memory of influenza prevention suggestions in the dialogue.） 2. Play the recording again, let the students read with it again, and imitate the pronunciation and intonation. Design intention: (cultivate students' oral expression ability, so that students can accurately pronounce.） 3. Ask the students to repeat Dr. Li's advice in first, second, third, finally according to the phrase in 1b. Design intention: (exercise students' language organization ability and logical thinking ability, learn to express opinions in a coherent way.） (IV) Consolidation (10 minutes) 1. Let the students have a 1d dialogue exercise, two people in groups of 1a, and use the information in 1b. Design intention: (Through the actual dialogue practice, let the students use the knowledge learned in the real context, improve their oral expression ability.） 2. Show the listening exercises in part A. Let the students listen to the passage and circle the symptoms they heard. Then listen to the recording again and check off the suggestions you heard. Design intention: (To further improve students' listening comprehension ability, so that students can obtain key information according to what they hear.） 3. See the pictures in 3, write suggestions for flu prevention, and use should, had better or mom. Design intention: (Cultivate students' written expression ability, so that students can apply what they have learned to writing.） (V) Expansion (5 minutes) 1. Organize students to have group discussions about what other ways to prevent influenza in their daily life. Design intention: (Cultivate students' cooperative ability and innovative thinking ability, so that students can put forward more suggestions based on their own life experience.） 2. Each group sends a representative to report, and teachers make comments and summary. Design intention: (Exercise students' oral expression ability and summary ability, and let students share their own ideas and experience.） (VI) Summary (5 minutes) 1. Review with the students the highlights of this lesson, including vocabulary, phrases, sentence patterns, and grammar. Design intention: (help students to comb the knowledge learned, deepen the memory.） 2. Emphasize the importance of influenza prevention, and encourage students to develop good living habits and hygiene habits. Design intention: (cultivate students' awareness of health and combine the knowledge learned with real life.） (VII) Homework assignment (5 minutes) 1. Recite the dialogue of 1a. Design intention: (Through reciting, deepen the memory of the key sentence patterns and vocabulary, improve the oral expression ability.） 2. Write a short essay on how to prevent the flu, with no less than 80 words. Design intention: (further consolidate the knowledge, improve the written expression ability.） 五、教学反思 Through the teaching of this lesson, the students have a certain understanding of the relevant knowledge of influenza prevention, and can use the learned words, phrases and sentence patterns for simple communication and expression. In the teaching process, a variety of teaching methods and means, such as task-based teaching method, situational teaching method, cooperative learning method, etc., stimulate students' interest in learning and improve the efficiency of classroom teaching. However, some deficiencies are also found in the teaching, such as some students are not skilled enough in mastering the difference between the modal verbs mom and have to, so the practice and consolidation of this aspect should be strengthened in the future teaching. At the same time, in the group discussion section, some students' participation is not high enough. In the future, we should strengthen the guidance and encouragement for some students, so that every student can actively participate in the classroom activities.   学科网（北京）股份有限公司 $$