仁爱版八年级英语上册：Unit 2 Keeping Healthy Topic 2 Section A 教案【精校版】
Unit2KeepingHealthyTopic1复习测试仁爱初二上(含答案)
仁爱初二上Unit 2 Keeping Healthy ·Topic 1How are you feeling today ?班级：初二（）·姓名：___________ 座号：______ ·成绩：_________第一节听力部分（20分）I. 听句子，选图片(多余一幅)。
（3分）1.______2.______3.______II．听问句，选恰当的答语(A-E)。
（5分）1.( )2.( )3.( )4.( )5.( )A.No, thanks.B. Three pills each time, twice a day.C.Much better，thanks.D. I' m sorry to hear that.E. I have a sore throat.III．听写：每空填一词,完成短文。
（12分）Betty looked （1）______ . So she（2）______ to see a doctor. The doctor told her that she had the （3）_______ and gave her some （4） ________. She (5)________ it and later she（6）________ much better.第二节基础知识运用（43分）IV．英汉词组互译：（13分）1.take a rest______________2. boiled water ______________________2.stay in bed ____________ 4. have a good sleep _________________5. day and night___________6. bad luck __________________________7. lie down _______________ 8. brush one's teeth _________________9. take pills _____________ 10.have an accident ___________________11. 大量；充足 ___________ 12.好好休息一下 ______________________13. 直到......才......_________________V. 根据句意和首字母，完成所缺的单词。
八年级英语上册Unit2KeepingHealthy知识点(新版)仁爱版
Unit 2 Keeping Healthy Topic1 You should see a dentist. 一．重要词组：1look well/pale 看起来挺好/看起脸色苍白2have a cold / a fever / a cough / a toothache / a back headache / a stomachache感冒/发烧/咳嗽/牙痛/背痛/ 胃痛3have the flu 得了流感4have sore eyes 眼睛疼5be sorry to do sth. 做某事很抱歉6.boiled water 开水7.plenty of = a lot of = lots of = many = much 许多、大量8.stay in bed 卧床9.have a good sleep 好好睡一觉10.read in the sun 在太阳下看书11.feel terrible 感觉难受12.take some medicine/pills 吃些药/药片13.take sb. to sp. 把某人带到某地14.day and night 日日夜夜15.feel like doing sth = want to do sth 想要做某事16.go to see a doctor / dentist 去看医生/牙医17.have a ( good ) rest = take a (good ) rest （好好）休息18.lie down 躺下19.hot food 辛辣的食物20.too much candy 太多糖果too many cakes 太多蛋糕21.brush one’s teeth 刷牙22.take care of = look after 照顾、照看take good care of = look after well 好好照顾23.something new 一些新的东西24.go up 上升25.fall down 摔倒26.run to sb. 跑向某人run into sb. 撞上某人27.with a cry/smile 带着哭腔/微笑28.nothing serious 没什么严重的29.return to school 重返校园30.three times a day 一天 3 次31.help sb.（to）do sth. 帮助某人做某事32.feel much better 感觉好多了33.ask for one week’s leave (n.) 请一周的假34.thank sb. for sth. 为某事感谢某人35.worry about = be worried about 为……担心36.follow the doctor’s advice/suggestions 听从医生的建议37.get well 变好了，好转了38.have an accident 发生事故39.do sth. too much 经常做某事40.need to do sth. 需要做某事二．重要句型:1What’s wrong with you? = What’s the matter with you? 你怎么了？2I’m sorry to hear that. 听到这件事我感到很抱歉。
仁爱版八年级英语上册Unit 2 Keeping Healthy Topic 1 Section C 公开课课件
new,” he aid. Michael did a difficult jump. Then the
skateboard went up and Michael fell down with a cry. The other children ran to him and asked, “ Are you all right? Are you hurt?” “ oh, my leg, my arm! I feel terrible!” Michael
take … to the hospital
/rest at home
The taxi took Michael and his friends to the hospital. He needed to rest at home and take some pills.
left / feel better
1b
Watch the flash and choose the correct phrases to show what people did.
b. have an accident e. rest at home c. hurt his leg f. feel terrible i. fly a kite l. ran to Michael
e, f, k
g, j
Retell the story according to the pictures.
play on the skateboard / fall
The children played in the park. Michael played on his skateboard and fell down with a cry.
Unit+2+Keep+Healthy+Topic+1+讲义 仁爱版八年级英语上册
八上Unit 2 Keep HealthyTopic 1 You should brush your teeth twice a week.1.You don’t look well.well adj./adv. 好的/好地形容词时指身体好look 看起来：系动词：后面加形容词2.What’s wrong with you? 你怎么了？What’s wrong with…? = What’s the matter with…?3.I have a toothache. 我牙疼。
have a toothache 患有牙疼have a cold 患感冒have a bad cold 重感冒have a fever 发烧have a cough 患咳嗽have a headache 换头疼have a backache 患背疼have a stomachache 患胃疼4.I’m sorry to hear that. 听到这我很抱歉。
be sorry to do sth 对做某事感到抱歉5.You should see a dentist. 你应该看牙医。
see a dentist 看牙医see a doctor 看医生should 应该：情态动词+动词原形否定形式：shouldn’t6.I hope you’ll get well soon. 我希望你马上好。
7.drink enough boiled water 喝足够的开水开水：boiled waterenough+ n. : enough water adj.+ enough :good enough8.提重物：lift heavy things9.have a good sleep 好好睡觉Section B1.What’s the matter? 怎么了？2.I’m feeling terrible. 我感觉到糟糕的。
feel 系动词+形容词3.How long have you been like this？你像这样多长时间了？How long….? 对一段时间进行提问/ 对长度进行提问like 喜欢/像---dislike 不喜欢unlike 不像4.You may have the flu. 你可能患了流感。
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.
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。
仁爱版初中英语八年级上Unit 2精品教案
八年级上册教案设计Unit 2 Keeping HealthyTopic 1 You should brush your teeth twice a day.Section AⅠ. Material analysis本节课的主要活动为1a和2。
第二单元谈论如何保持健康。
话题一介绍了感冒、头疼等常见病的名称，出现了疾病名称的词：toothache, backache, fever, cough, headache, stomachache等以及相对应的短语：have a cold, have a fever, have a cough, have a headache, have a toothache, have a backache, have a stomachache等。
通过Kangkang 和Betty的对话，呈现了询问生病情况的对话：What’s wrong with you? I have a …等，以及表达关心所提的建议：You should…和You shouldn’t…。
本课的语法重点是You should…和You shouldn’t…。
语言功能方面要求学生学会用英语描述疾病并能就疾病征求他人意见、给他人提建议等。
要求学生能在课后用英语写一篇描述疾病并提出有益建议的文章。
Ⅱ. Teaching aimsKnowledge aims:1. 能正确运用以下短语进行书面表达：have a cold, have a fever, have a cough, have a headache, have a toothache,have a backache, have a stomachache等。
2. 能正确地运用should, shouldn’t 提建议：You should drink enough boiled water.You shouldn’t drink coffee or tea in the evening.Skill aims:1. 能听懂有关日常小病的名称及相关话题。
仁爱版八年级英语上册：Unit2KeepingHealthyTopic1SectionA课件
Homework
Make a dialog with your classmates like this: A: Hi … What’s wrong? B: I have a … A: I’m sorry to hear that. You should … B: I think I will. A: I hope … B: Thank you.
I can’t sleep well at night. 3. lift heavy things You shouldn’t ____1___
4. stay in bed and
I have a backache.
have a good sleep You shouldn’t ____3___
I have a headache.
Practice more.
1. drink coffee or tea I have a headache.
in the evening
You should ___4___
2. drink plenty of boiled water
I have a fever. You should ___2___
sore eyes
a sore throat
感冒 have a cold 发烧 have a fever
牙痛 have a toothache 背痛 have a backache
illnesses
咳嗽 have a cough
胃痛 have a stomachache
头痛 have a headache
1. — What’s the __m_a__tt_e_r_(事情) ? — I have the __fl_u__(流感).
仁爱版｜八年级上册Unit2 Keeping healthy-Topic1 所有重点单词、短语和句型全汇总
仁爱版｜八年级上册Unit2 Keeping healthy-Topic1所有重点单词、短语和句型全汇总Unit2 Keeping healthy---Topic1 You should see a dentist.【重点短语】1. have a cold/a toothache /a fever/a cough/a backache/a stomachache/a sore throat /the flu /sore eyes感冒/牙疼/发烧/咳嗽/背疼胃疼/咽喉发炎/流感/眼疼2. take a rest=have a rest 休息3. not read for too long 不要看书太久4. boiled water 开水5. stay in bed 卧病在床，躺在床上6. have a good sleep 好好睡一觉7. feel terrible 感觉难受8. day and night 日日夜夜9. You'd better=You had better 你最好…10. not so well 很不好11. not too bad 没什么大碍12. much better 好多了13. go to see a doctor 去看病14. take/have some medicine 吃药15. take…to…把…带到…16. send-…to…把…送到…17. hot tea with honey 加蜂蜜的热茶18. lie down 躺下19. look after=take care of 照看，照顾20. brush teeth 刷牙21. have an accident 发生一次意外/事故22. don't worry 别担心23. worry about 担心24. nothing serious 没什么严重，没什么大碍25. check over 诊断，仔细检查26. thank you for 因…而感谢你27. buy…for…为…买…28. not…-until…直到…才…29. ice cream 冰淇淋30. both…and… ...和…都是......31. take some cold pills 吃感冒药32. plenty of 许多，大量【重点句型】1. What's wrong with you/him/her?你/他/她怎么了？=What's the matter with......?=What's the trouble with......?2. You should see a dentist. 你应该去看牙医。
新仁爱版八年级英语上册Unit 2 Keeping Healthy Topic 1 Section B 公开课课件
3
Pair work
Make conversations after the example. Example: What’s wrong/the matter with you? I have a toothache. You shouldn’t eat too much candy. / You should brush your teeth twice a day.
最好不要做某事
He has a stomachache.
What’s the matter with her? She had ____________ better not lift heavy things.
She has a backache.
Pair work
For example: A: What’s wrong with you? B: I have a headache. /... A: You should/shouldn’t/ had better/had better not ...
1b Listen to 1a and choose the correct
answers. 1. —What’s wrong with Bruce? — He has _____. A. a toothache B. a fever C. a headache and a cough
2. What’s Steve’s suggestion？ A. Seeing a doctor. B. Taking some medicine. C. Going home and rest.
1c Listen again and mark T(True)or F(False).
仁爱版八年级上册Unit 2 Keeping Healthy Topic 1 You shou
Section A一、翻译下列短语。
1. 患牙痛_______________________2.看牙科医生_________________3. 康复_________________4.患头痛_________________5. 患背痛_________________6. 患胃痛_________________7.患重感冒_________________8. 发烧_________________9. 喝足够的开水_________________ 10. 提重物_________________11. 卧床________________ 12. 睡个好觉_________________二、根据语境、音标或所给单词的提示完成句子。
（每空一词)1. My mother is __________________ (boil) water in the kitchen now.2.You had better not drink _________________ /[ˈkɒfi]/ or tea before you go to bed.3.-What did the doctor say just now?-He ________________(suggest) that I should take more exercise.4. I had a high _________________ with a temperature of 38℃.5. David had a _________________ /[ˈtuːθeɪk]/ and he had to see a dentist.三、选择填空( )1. —_________? —He has a headache.A.What's wrong with himB. Does he have a backacheC. Is he in hospital( )2.—My mother is ill, so I can' t go shopping with you. —_________.A. That's all right.B. Don't worry.C. I'm sorry to hear that.( )3. —Oh, doctor, I have a bad cold. What should I do?—Don't worry. I think you will be_________A. goodB. betterC. nice( )4. —You_________be quiet when you are in the reading room, Sam. —OK. I will.A. couldB. wouldC. should( )5.—It didn't rain for a long time last year and the air was so dry(干燥的).—You're right. People need to drink_____________water every day.A. manyB. lots ofC. little四、看图写话。
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。
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仁爱版精品英语资料（精校版）
八年级上册教案设计
Unit 2 Keeping Healthy
Topic 2 I must ask him to give up smoking.
Section A
Ⅰ. Material analysis
Section A 是本单元第一课时和第二课时。
主要活动为Section A 的1a和3a。
第二单元谈论如何保持健康，第二话题谈论了影响健康的好习惯和坏习惯，引出了本课的语法重点：情态动词must +动词原形，表示建议、劝告。
同时引出了动名词做主语的常用句式：Staying up late is bad for your health. 通过学习Section A, 让学生能够辨别好习惯与坏习惯，从而帮助他们养成好习惯，戒掉坏习惯。
课后要求学生会用动名词做主语造句，能用must提建议。
Ⅱ. Teaching aims
Knowledge aims：
1. 能正确运用动名词短语做主语进行书面表达：Staying up late is bad for your health.
2. 能正确地运用must, mustn’t提建议:
You must have a good rest.
You mustn’t throw litter around.
Skill aims：
1. 能听懂有关影响健康的好习惯和坏习惯的对话。
2. 能熟练地运用must, mustn’t提建议。
3. 能正确朗读有关影响健康的好习惯和坏习惯的对话或文章。
Emotional aims：
通过语言学习，影响学生的自身品格，要学会辨别好习惯与坏习惯，养成好习惯，戒掉坏习惯，保持健康。
Ⅲ. The key points and difficult points
Key points：
look tired, watch a soccer game, go to bed late, put litter into dustbin, throw litter around, keep fingernails long, wash hands before meals, go to school without breakfast等短语的理解及运用。
Difficult points：
动名词做主语的正确运用。
Ⅳ. Learning strategies
培养学生跟读chant的能力, 朗读中注意连读。
Ⅴ. Teaching aids
Computer multimedia projector
Everyday saying: As a man sows, so he shall reap. 种瓜得瓜，种豆得豆。
Ⅵ. Teaching procedures
Ⅶ. Blackboard design。