Unit 2 Topic 3 Section D 教学设计 2024-2025学年仁爱科普版八年级英语上册

课题 仁爱版八上英语 unit 2 topic 3 Section D 教学设计 一、教学目标 1. Language knowledge goals Students are able to correctly understand and use the usage of the modal verbs mom and have to. Students can master the composition and usage of the reflexive pronoun. Students are able to understand and use relevant words and sentence patterns about staying healthy and exercising properly. 2. Language skills goals Be able to read articles about health and exercise, and get key information. Be able to use the language both orally and written, such as talking about how to stay healthy and give health advice. 3. Emotional attitudes and goals Cultivate students with a positive attitude of paying attention to health and loving life. Encourage students to develop good living habits and exercise habits. 4. Learning strategy and goals Cultivate students' independent learning ability, such as obtaining information through reading and summarizing language knowledge. Cultivate students' cooperative learning ability, and complete tasks together through group activities. 二、教学重难点 1. Teaching focus Usage and difference between the modal verb mood and have to. The usage of the reflexive pronoun. Related expressions about health and exercise. 2. Teaching difficulties Proper use of modal verbs mom and have to to express duties and necessity. Understand and use advice on health and exercise to communicate and write. 三、教学方法 Task-based teaching method, situational teaching method, group cooperative learning method 四、教学过程 (I)Lead in (5 minutes) 1. Play a video about people doing various exercises to guide students to think about the relationship between exercise and health. (Design intention: arouse students' interest through video, show the scene of exercise intuitively, and pave the way for introducing the theme.） 2. Ask the students: What do you think of exercise?Is it important for keeping healthy?Why or why not? Encourage students to speak freely and share their views. (Design intention: stimulate students 'thinking, mobilize students' existing knowledge and experience, and train students' oral expression ability.） (II) Presentation (5 minutes) 1. Show some pictures, including people getting injured while exercising, exercising in the gym, drinking water while exercising, etc. Guide students to describe the pictures in English. (Design intention: to help students understand and learn new words and expressions in a specific context.） 2. Present the examples of the modal verbs mom and have to, such as: We must study hard. I have to go to work today. Guide the students to observe and summarize their usage and differences. (Design intention: Let the students summarize the grammar rules by themselves by observing the examples, so as to cultivate the students' independent learning ability and summary ability.） 3. Explain the composition and usage of reflexive pronoun, say: You should look after yourself. He hurt himself. Let the students understand the role of reflexive pronoun in sentences. (Design intention: to systematically explain the reflexive pronoun, so that students can have a clear understanding of this grammar point.） (III) Reading (10 minutes) 1. Let the students read the text "How to Exercise Well" and complete the task in 1a, that is, to judge whether the four points given are correct. (Design intention: Cultivate students 'reading comprehension ability and train students' ability to obtain key information in reading.） 2. After reading, students will have group discussions and exchange their answers and reasons. (Design intention: Through group discussion, promote the communication and cooperation between students, and cultivate students' critical thinking.） 3. Invite the group representatives to share the results of the discussion, and the teachers will make comments and explanations. (Design intention: test students 'learning effect, timely feedback and correct students' mistakes.） (IV) Language point explanation (5 minutes) 1. Read the text again, and let the students draw out the key phrases and sentence patterns in the text, such as: warm up, be bad for, stay healthy, etc. (Design intention: cultivate students' ability to study independently and find key points.） 2. The teacher explains the key phrases and sentence patterns drawn by the students, illustrates their usage with examples, and asks the students to practice making sentences. (Design intention: to deepen students' understanding and application of key language knowledge, and to consolidate what they have learned.） (V) Consolidate exercises (5 minutes) 1. Complete the exercises in the textbook, such as filling in the blanks, selection, etc., to consolidate the usage of modal verbs mom and have to and reflexive pronoun. (Design intention: test students' mastery of knowledge points through practice, and find out and solve problems in time.） 2. Let the students retell according to the content of the text to exercise the students' language expression ability and logical thinking ability. (Design intention: to help students to deepen the understanding and memory of the text, and to improve their oral expression ability.） (VI) Group activities (5 minutes) 1. Students will discuss in groups with the theme of "keeping healthy". Students are required to discuss the methods and suggestions to keep healthy based on the content of the text and their own life experience. (Design intention: to cultivate students' cooperative learning ability and innovative thinking, so that students can expand their ideas in the communication.） 2. Each group made a copy of keeping health according to the discussion results, including healthy diet, healthy living habits, exercise and other aspects. (Design intention: to combine language learning with practical application, improve students 'comprehensive language use ability, and cultivate students' practical ability and teamwork spirit.） (Vii) Display and evaluation (5 minutes) 1. Each group shows their own hand-copied newspaper and introduces the contents to the whole class. (Design intention: To provide a platform for students to show themselves, and to enhance their confidence and sense of achievement.） 2. Students from other groups will evaluate them, point out the advantages and disadvantages, and teachers will summarize and supplement them. (Design intention: to promote the mutual learning and improvement between students through evaluation, and to cultivate students' evaluation ability and aesthetic consciousness.） (VIII) Summary and homework assignment (5 minutes) 1. The teacher summarizes the content of this lesson, emphasizing the key vocabulary, sentence patterns and grammar knowledge. (Design intention: help students to comb the knowledge and deepen their memory.） 2. Assignment: Ask students to write a short essay on how to stay healthy, using the vocabulary, sentence patterns and grammar. Let the students preview the next lesson. (Design intention: To further consolidate the students' grasp of the knowledge of this class through the writing homework, and to prepare them for the next class.） 五、教学反思 In the teaching process, through the application of a variety of teaching methods, students 'interest in learning is stimulated and students' participation is improved. But in the group activities, the enthusiasm of some students is not high enough, we need to strengthen the guidance and encouragement in the future teaching. In addition, the explanation of language knowledge can be more thorough and detailed to meet the needs of students at different levels. 学科网（北京）股份有限公司 $$