八年级英语Keeping Healthy教案
【八年级】Unit 2 Keeping Healthy 教案
【八年级】Unit 2 Keeping Healthy 教案【八年级】unit2keepinghealthy教案仁爱版初中英语八年级第一卷（课程改革模式）课题第二单元保持健康topic1you'dbettergotoseeadoctor.分段时间1学时编写者教学目标一．预习目标1.学习新单词、短语和短语2.学习一些有用的表达法3.学会在现实生活中使用所学的交际表达来表达建议和建议4.了解电子邮件的格式评估点1.learnsomenewwordsandphrases:都病了。
还有，冰淇淋，冰激凌，冷饮2.learntousethesentencepatternsexpressingsuggestionsandadviceindailylife.3.了解电子邮件格式。
4.learnsomeusefulexpressions（2）你是最好的感冒药。
(3)ilikeitverymuch,buticouldn'treadituntiltoday.（4）谢谢你这本有趣的书。
(5)...bothyouandyoursisteraresick.教学过程参考第一课时一、预览指导（先学习）告知学生本课的学习目标和重难点：学习新单词、短语和短语学习一些有用的表达法学会在现实生活中使用所学的交际表达来表达建议和建议了解电子邮件的格式2.检查学生的自学情况检查学生完成导学案情况（没完成的同学作为三清对象）让几个学生读这节课的单词（每天学到的单词将在下午发布，学前小组成员将找到小组组长通读）二．预习交流与成果展示（判断）1.试着自己拼写新单词并记住它们2.阅读p311a，并回答下列问题注意邮件的格式______________________________________________________________________________ __________________________________________________________本文主要使用的时态是____________________谓语动词____________________________________________________________相应的原型__________________________________________________________认真阅读1a，猜猜空格中可能填写的单词，将不懂的地方做好标记3.听录音，完成1a4.完成1b，写一封邮件给peter，向他提供一些治病的建议三、发现问题并解决问题（后期教学）1.学生再次阅读1a，然后找出其他重要的句子______________________________________________________________________________ ______________________________________________________________________________ ___________________________________________________2.教师讲解重要句子和学生的疑难点（以学生讲解教师补充总结为主1.我经常跑步，但不能一直跑。
KeepingHealthyTopic2SectionC教案教
KeepingHealthyTopic2SectionC教案教Keeping Healthy T opic2 Section C教案教学反思仁爱版八年级上Unit 2 Keeping Healthy Topic 2I must ask him to give up smoking.Section C 教学设计The main activities are1aand2a. 本课重点活动是1a和2a。
Ⅰ. Teaching aims and demands 教学目标1. Learn some new words and phrases:disease, itself, might, empty, stomach, get into, human, body, through, illness, air, sour, tidy, sweep, in public2. Go on learning the modals for giving advice and necessity:(1)You might get a headache when you work too hard.(2)We should keep the air fresh.(3)We shouldn’t drink sour milk.(4)We must tidy our rooms and sweep the floor often.(5)We must not spit in public.3. Talk about personal hygiene.Ⅱ. Teaching aids 教具教学卡片或多媒体课件/图片/录音机/磁带/小黑板/挂图或幻灯片Ⅲ. Five-finger Teaching Plan 五指教学方案Step 1Review 第一步复习(时间:10分钟)复习巩固上节课的目标语言。
进一步教育学生养成良好的生活及行为习惯。
unit2《keepinghealthy》全单元教案(仁爱英语初二上)doc初中英语
unit2《keepinghealthy》全单元教案（仁爱英语初二上）doc初中英语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 the listening:(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 last 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 pictures according 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. F 3. FStep 4 Practice1. Pair work: Suppose one is a doctor, the other isa 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 s ee 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 period.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 hel p 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 problems 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 theblackboard.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 learning 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 something about healthy foods.Show some pictures and put them on the blackboard, and write thenames 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 in Topic2. 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 students listen 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 f ather: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 fath er 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 dialog and finish the chart below:Names How did they spend their time at home? How did they think about it?Kangkang on the Internet.Michael hadto and .Jane her mother at home.Maria a lot of stories at home.2. Finish 3b, 3c.Step 5 Project1. Work in groups. Four in one group. Each of thestudents 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:NamesHow did you spend your time last Sunday? How did you think about it? 1 2 3 4Choose 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 topic3. 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?What 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 Consolidation1. 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:4Choose 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 can 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〞。
Keeping Healthy上课学习上课学习教案
Keeping Healthy教案仁爱版初中英语八年级上册（课改教学模式）课题Unit2keepingHealthyTopic2Imustaskhimtogiveupsmoking .SectionD教学时间1课时编写者施金炼原稿施荣贵修改教学目标1.学习新单词，词组和短语2.学习一些有用的表达法3.了解如何养成健康的饮食习惯，帮助学生养成健康的生活习惯[:中.考.资.源.网]评测点1.Learnsomenamesoffood:sausage,strawberry,beef,cabb age,tomato,potato,potatochips,sandwich,watermelon2. Learnsomeothernewwords:than,wealth,less,choose3.Goonlearninghealthyeatingh abits:Goodhealthismoreimportantthanwealth.Foodgives usenergy,sowemusthaveenoughfoodtokeephealthy.wemust alsohavetherightkindsoffood.Differentfoodshelpusind ifferentways.It’snecessaryforustohavehealthyeatinghabits.4.Improvet hestudents’listening,speaking,readingandwritingskills.5.Summarizethegrammarfocusandusefulexpressionsinthetopic.教学过程参考第一课时一．预习指导（先学）告知学生本课的学习目标和重难点：学习有关食物的单词学习一些有用的表达法了解如何养成健康的饮食习惯，帮助学生养成健康的生活习２．检查学生自学情况提高听说读写能力，并进行单元总结检查学生完成导学案情况（没完成的同学作为三清对象）‚请几位同学朗读本课单词（每天所学单词在下午放学前组员找组长朗读过关）二．预习交流与成果展示（判断）1.尝试自己拼读新单词并识记阅读P391a，并回答下列问题分别总结出文中表示正确以及错误的饮食习惯的句子Good:______________________________________________ ___________________________________________________ __________________________________Bad:_____________ ___________________________________________________ ___________________________________________________ ________________‚的中心句是：__________________________________________________& #131;找出文中的反义词词组：________________________________________________④翻译1⑤除了1中的建议外，你能提出更多的保持健康的建议吗？___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ 4.将2a中的表示食物的单词和相对应的图片连线，并朗读单词5.根据2a图片，说一说自己的饮食习惯___________________________________________________ ___________________________________________________ __________________________________三．发现问题，解决疑难（后教）1.学生再次阅读1a，然后找出其他重要的句子___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___2.教师讲解重要句子和学生的疑难点（以学生讲解教师补充总结为主）1.Asweknow,goodhealthismoreimportantthanwealth.aswe know=itiswellknow众所周知more...than:多于，胜过跳舞比唱歌更有趣：___________________________________________________ ________2.ofcourse,wemustalsohavetherightkindsoffood.therightkindsoffood正确种类的食物3.weshouldeatmorefruitandvegetablesandlessmeat.eatm ore….andless…多吃…少吃…more更多的，是many和much的比较级，less更少的，是little的比较级我们要花更少的时间，做更多的工作:_____________________________________________4.D ifferentfoodshelpusindifferentways.food,fruit等词常作不可数名词，后不加s,但当强调多种种类的食物或水果时，常用复数形式，如differentfoods.indifferentways以不同的方式 5.It’snecessaryforustohavehealthyeatinghabits.句型：Itis+形容词+forsb.todosth.对于某人来说，去做某事是…的，如：It’susefulforustolearnEnglishwell对他来说，按时完成这项工作是困难的:____________________________________________四．自学指引6.各组在组长监督下朗读并翻译P403a3b，尝试背诵，并完成4中的调查，组长检查各组员的翻译朗读情况2.进行综合演示：请几名同学谈一谈如何保持健康的体魄（从生活习惯，卫生习惯，饮食习惯等方面入手）五．练习巩固（巩固）1.学生不看书独立完成随堂练习2.组长检查组员完成情况，并对组员进行纠正讲解3.教师总结讲解难点重点练习4.对于提前完成的学生教师进行面批面改；其他学生收上来改，确定三清名单六．布置任务（任务）1.根据导学案预习sectionA2.做好明天听写单词的准备经典例题、素材、练习、作业等导学案一．预习目标1.学习新单词，词组和短语than,wealth,less,choose,sausage,strawberry,beef,cab bage,tomato,potato,potatochips,sandwich,watermelon2.学习一些有用的表达法Goodhealthismoreimportantthanwealth.Foodgivesusener gy,sowemusthaveenoughfoodtokeephealthy.wemustalsoha vetherightkindsoffood.Differentfoodshelpusindiffere ntways.It’snecessaryforustohavehealthyeatinghabits.3.了解如何养成健康的饮食习惯，帮助学生养成健康的生活习惯二．重点词句Newwords:Newphrases:Usefulexpressions:三．课文探究1.尝试自己拼读新单词并识记2.根据前面所学知识，写出4个好习惯和坏习惯___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ _________________3.阅读P391a，并回答下列问题分别总结出文中表示正确以及错误的饮食习惯的句子Good:_________________________________________________________________________________________________ __________________________________Bad:_____________ ___________________________________________________ ___________________________________________________ ________________‚的中心句是：__________________________________________________& #131;找出文中的反义词：________________________________________________④翻译1⑤除了1中的建议外，你能提出更多的保持健康的建议吗？___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ 4.将2a中的表示食物的单词和相对应的图片连线，并朗读单词5.根据2a图片，说一说自己的饮食习惯___________________________________________________ ___________________________________________________ __________________________________6.朗读并翻译P403a3b，尝试背诵，并完成4中的调查四．知识链接：1.Asweknow,goodhealthismoreimportantthanwealth.asweknow=itiswellknow众所周知more...than:多于，胜过跳舞比唱歌更有趣：___________________________________________________ ________4.ofcourse,wemustalsohavetherightkindsoffoo d.therightkindsoffood正确种类的食物5.weshouldeatmorefruitandvegetablesandlessmeat.eatm ore….andless…多吃…少吃…more更多的，是many和much的比较级，less更少的，是little的比较级我们要花更少的时间，做更多的工作:_____________________________________________4.D ifferentfoodshelpusindifferentways.food,fruit等词常作不可数名词，后不加s,但当强调多种种类的食物或水果时，常用复数形式，如differentfoods.indifferentways以不同的方式 5.It’snecessaryforustohavehealthyeatinghabits.句型：Itis+形容词+forsb.todosth.对于某人来说，去做某事是…的，如：It’susefulforustolearnEnglishwell对他来说，按时完成这项工作是困难的:____________________________________________.五．随堂练习.根据中文提示完成下列句子1.wecan_____________fromthreemealsaday.2.Thebaby___ __________.3.Hiscarelessness_______hisfailureinthem athexam?5.Go_______thedoorandyou'llfinditinasmallro om.[:]6.weeachshouldhavehealthy________ _______.7.watchingTV________________2hourseverydayi sgoodforyourhealth.（二）根据下面的疾病类型给出两个合适的建议1.Ihaveastomachache:_______________________________ __________________________2.Ihaveaheadache:________ ___________________________________________________ __3.Ihavetheflu:___________________________________ ______________________________4.Ihavesoreeyes:_____ ___________________________________________________ ______5.I'mtoofat:_________________________________ _________________________________。
Unit2KeepingHealthyTopic2SectionA教案八年级英语上册
Unit 2 Topic 2 Section A 教学设计仁爱英语八年级上册内容。
Unit 2 Keeping Healthy Topic 2 I must ask him to give up smoking.的第一课时。
前面我们复习了描述身体状况的知识，进一步学习要养成良好的生活习惯。
本课为任务型教学并且融合知识的复习、呈现、练习和巩固为一体。
从学生实际出发，对教材进行了必要的调整。
Teaching aims1.Knowledge :words :tired, cause, litter ,dustbin, fingernail ,meal, withoutsentences: Staying up late is bad for your health.Drinking tea is good for your health .2.Ability : can give others reminding and adviceTeaching points: learn and master the new words and take care of others and givesome adviceTeaching difficulties: have healthy living habitsTeaching methods: learn in groups and help each otherTeaching steps:Step 1 Leading inGreet the whole class .Review the points in last class with the help of the pictures .Then show new words to learn the part well.Step 2 Presentation1.Show a picture , the person in the picture is tired.He is Kangkang .What is wrong with Kangkang ? He is tired .Why is he tired ?lead to 1a and give Kangkang some advice .2.listen to 1a,answer the following questions ，know about the reasons .Takenotes while listening .Listen for the first time and answer : What’s wrong with Kangkang?Listen for the second time and answer:( 1.) Did he watch a soccer game on TV last night?(2.) Is staying up late good for your health?Watch 1a and finish the form .Follow the video to read the dialogue.Step 3 Consolidation——finish the form1.work in groups and act out2.match the pictures with the phrasesstay up late at night.read in the sun.put litter into the dustbin.do morning exercises every day.throw litter around.brush your teeth twice a day.Step 4 Practice1. Talk about good habits and bad habits change the sentences withshould, had better or must.1. going to bed early2. getting up late3. doing morning exercises4. keeping fingernails long5. washing hands before meals6. playing sports right after meals7. going to school without breakfast8. brushing teeth twice a dayGoing to bed early is a good habit.2.Add more habits and tell if it is good .3.Work in groups .Which group can list the most living habits?Then discuss whether these living habits are good or bad for ourhealth.Step 5 SummaryWords : tired, cause, litter ,dustbin, fingernail ,meal, without1.Learn to talk about personal living habits.2. Learn the modal verbs: must / mustn’t.Step 6 Homeworklist three habits that are good for your health and another two habits that we should change them into good habits.Blackboard designUnit 2 Keeping HealthyTopic 2 I must ask him to give up smoking.Section A tired [ˈtaɪəd]cause [kɔːz]Staying up late is bad for your health.litter [ˈlɪtə] Drinking tea is good for your health .dustbin[ˈdʌstˌbɪn]fingernail[ˈfɪŋɡəˌneɪl]meal [miːl]without[wɪˈðaʊt]。
unit2《keepinghealthy》topic1教案(仁爱湘教版初二上)doc初中英语
unit2《keepinghealthy》topic1教案（仁爱湘教版初二上）doc初中英语Unit 2Topic 1Section AThe main activities are 1a,2 and 3a. 本课重点活动是1a、2和3a。
Ⅰ.Teaching aims and demands 教学目标1. Learn some useful words and expressions:have a cold, toothache, dentist, cough, fever, flu, headache, at night, lift2. Help the students to learn the modals for giving advice:(1)You should go to see a doctor.(2)You shouldn’t drink coffee or tea in the evening.3. Talk something about illnesses.4. Learn to express sympathy for a patient and give some advice to the patients. Ⅱ. Teaching aids 教具录音机/磁带/小黑板/卡片/图片Ⅲ. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步复习(时刻:5分钟)1. (通过复习，引出保持健康的话题。
)(1)T: Boys and girls, now we know something about the 2018 Olympics.I want to askyou some questions. What’s the motto of the 2018 Olympic Games?S1: One World, One Dream.T: Good! Then what’s the symbol of the Olympi c Games?S2: Olympic rings.T: What’s the color of the rings?S3: …(2)T: What will you do for the Beijing Olympics in 2018?(同位之间互相讨论，畅所欲言，教师引导他们用到Unit 1学过的短语、词汇。
八年级英语Keeping?Healthy教案
八年级英语Keeping Healthy教案仁爱版初中英语八年级上册（课改教学模式）课题unit 2 keeping healthytopic 2 i must ask him to give up smoking.section c教学时间1课时编写者施荣贵原稿施金炼修改教学目标1.学习新单词，词组和短语2.继续学习表示提建议以及必需的情态动词(1)you might get a headache when you work too hard.(2)we should keep the air fresh.(3)we shouldn’t drink sour milk.(4)we must tidy our rooms and sweep the floor often.(5)we must not spit in public.3.学会通过略读提取文章信息4.学会通过略读进行总结5.谈论个人卫生评测点1.词汇：disease, itself, might, empty, stomach, get into, human, body, through, illness, air, sour, tidy, sweep, in public2.句子：(1)you might get a headache when you work too hard.(2)we should keep the air fresh.(3)we shouldn’t drink sour milk.(4)we must tidy our rooms and sweep the floor often.(5)we must not spit in public.[3.improve students’ ablities from listening, speaking to reading.learn to get information from the passage by skimming.learn to summerize by scanning.教学过程参考第一课时一.预习指导（先学）1.告知学生本课的学习目标和重难点： 1.学习新单词，词组和短语2.继续学习表示提建议以及必需的情态动词(1)you might get a headache when you work too hard. (2)we should keep the air fresh. (3)we shouldn’t drink sour milk.(4)we must tidy our rooms and sweep the floor often. (5)we must not spit in public.3.学会通过略读提取文章信息以及进行总结，并提醒学生注意个人卫生2.检查学生自学情况 检查学生完成导学案情况（没完成的同学作为三清对象）‚ 请几位同学朗读本课单词（每天所学单词在下午放学前组员找组长朗读过关）二.预习交流与成果展示1.尝试自己拼读新单词并识记2.阅读p37 1a①将文中不懂的句型画出②再次阅读1a，在规定时间内完成1b（5分钟）③请同学提出文中不懂的句型，由懂的同学进行讲解④讨论一下如何预防头疼，用must，must not，should，should not进行表达，之后各组作报告3.学生阅读2a，画出细菌进入人体的路线图4.通过2a的学习让学生讨论一下应该怎样注意个人卫生，讨论完成2b5.展示一些图片让学生用must，must not，should，should not进行造句三.知识链接（后教）1. it may show that something is wrong with your health. (1) show sb. sth. = show sth. to sb. 向某人展示某物 please show me your new book. (2) show sb. around 某地表带某人参观某地：i’ll show you around our school tomorrow.2. you can get a headache when you exercise on an empty stomach. on an empty stomach 空腹3. we can get into the human body through the nose. (1) get into 进入,陷入; 如：get into trouble 陷入麻烦(2) ①through 从物体内部穿过，如：walk through a forest. ② across 从物体表面横穿，如：go across theroad ③ over 从物体上空越过, 如：fly over the city。
仁爱版初中初二英语上册《Keeping Healthy》说课稿
仁爱版初中初二英语上册《Keeping Healthy》说课稿一、教材分析《Keeping Healthy》是仁爱版初中初二英语上册的一单元，主要围绕健康生活方式展开。
通过该单元的学习，学生可以学习有关饮食、运动和保持身体健康的重要性等知识，并培养他们养成良好的生活习惯的意识。
二、教学目标1.知识目标：–学会描述健康饮食的重要性和选择健康食品的方法；–掌握有关运动的词汇和表达方式；–了解保持身体健康的相关知识。
2.能力目标：–能够运用所学知识与他人讨论如何保持健康；–能够撰写一篇关于健康生活方式的简短文章。
3.情感目标：–培养学生养成良好的生活习惯的意识；–培养学生对自己和他人的健康负责任的态度。
三、教学重点和难点1.教学重点：–掌握和运用有关健康饮食和运动的词汇和表达方式；–培养学生对健康的重视，并能进行相关讨论。
2.教学难点：–培养学生良好的生活习惯和保持身体健康的意识；–调动学生积极参与课堂讨论，互相倾听和尊重意见。
四、教学内容和方法1.教学内容：–饮食和健康：•描述健康饮食的重要性；•学习选择健康食品的方法。
–运动和健康：•学习运动的词汇和表达方式；•探讨运动对身体健康的好处。
–保持身体健康的相关知识。
2.教学方法：–组织小组讨论，鼓励学生互相交流意见；–制定小组活动任务，让学生合作完成；–运用多媒体辅助教学，引入相关图片和视频。
五、教学步骤和流程1.导入（5分钟）：–利用图片和视频素材引入话题，激发学生对健康的兴趣。
2.预习任务（10分钟）：–让学生预习课文，查找有关健康饮食和运动的词汇和表达方式，并记录下来。
3.课文阅读（15分钟）：–学生带着预习记录，跟读课文，学习相关知识点。
4.组织小组讨论（20分钟）：–将学生分成小组，给每个小组分配一个问题，让他们商讨并整理答案。
–每个小组派代表发言，与其他小组进行辩论和交流。
–教师引导讨论，梳理各组观点，形成共识。
5.观看视频（10分钟）：–观看和讨论有关运动和健康的视频素材。
Unit2KeepingHealthyTopic3SectionC教案八年级英语上册
Unit 2 Keeping HealthyTopic3 Must we exercise to prevent the flu?Section CI．教学目标确定依据：1.课程标准四级要求八年级的学生应达到：在“读”的方面：1）能连贯、流畅地朗读课文，正确获取阅读篇章中相关细节信息。
2）能从简单的文章中找出有关信息，理解大意。
3）能根据上下文猜测生词的意思。
在“写”的方面：1）能正确使用标点符号。
2）能在教师的帮助下或以小组讨论的方式起草和修改作文。
2.教材分析本节课为单元第三课时。
主要活动为Section C 的1a和3。
本课通过李医生有关保持健康的报告，让学生清楚日常生活中应该如何保持健康。
报告中还指出一些不健康行为的危害并教会学生如何避免这些不健康的行为。
通过学习要求学生写一篇如何保持健康的文章，提出自己的建议。
3.学情分析八年级的学生已经具备基本的快读、细读等能力，学生已经可以用一定的方式阅读并提取并分析相关信息，能在提示中获取文章大意，但仍需要在实际应用中不断强化，最终形成学生的阅读能力。
对于初二初的学生来说，当堂形成作文仍有一定的挑战性。
II. Learning objectivesKnowledge objectives1.Words and phraseshealth healthy unhealthy happy unhappy happiness happenon the other hand, first aid, stay away from…, say no to ...2.能正确地运用各种句式提出建议：must\mustn’t…should\shouldn’t…had better\notDon’t …Be happy…You need to do…It’s necessary for you to…Skill objectives1. 能听懂有关如何保持健康的对话或文章。
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。
仁爱版英语八年级上册 Unit2 Keeping Healthy教案
Unit 2 Keeping HealthyTopic 1Section A The main activities are 1a, 2 and 3a.本课重点活动是1a、2和3a。
Ⅰ.Teaching aims and demands 教学目标1. Learn some useful words and expressions:toothache, dentist, cough, fever, flu, headache, at night, lots of, lift2. Help the students to learn the modal verbs for giving advice:(1)You shouldn’t stay at home.(2)You should see a dentist.3. Talk something about illness.4. Learn to express sympathy for a patient, and give some advice to a patient.Ⅱ. Teaching aids 教具录音机/卡片Ⅲ. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步复习(时间:5分钟)1. 复习Unit 1的内容。
(1)T: Boys a nd girls, let’s discuss something about the 2008 Olympics, OK?Ss: OK.T: I want to ask you some questions, If you can answer, hands up, please. If your answer is right, I will sign a smiling face for you on the blackboard; If your answer is wrong, I won’t sign it, but let’s say “Work on”together. Clear?Ss: Yes!T: What’s the motto of the 2008 Olympic Games?S1: Faster, higher, stronger.T: Good! (Draw a smiling face on the blackboard.)Then what’s the symbol of the Olympic Games?S2: Olympic rings.T: W hat’s the color of the rings?S3: ...T: What do the five rings of the 2008 Olympics stand for?S4: ...T: What do the mascots of the 2008 Olympics stand for?S5: ...(2)T: My last question is: What will you do for the Beijing Olympics in 2008?(让学生畅所欲言，但多数学生会想到用Unit 1学过的短语，这样就达到了预期的复习效果。
unit2keepinghealthy教案仁爱版八年级上
unit2 keeping healthy教案(仁爱版八年级上Unit 2 Keeping Healthy (仁爱版八年级上)一、教学目标1.知识目标•学习并掌握本单元的生词和短语，如：keep fit, healthy lifestyle,illness, advice on how to keep healthy等。
•能够运用所学的词汇和短语进行简单的对话和讨论，谈论健康生活方式和保持健康的方法。
2.能力目标•培养学生的听说读写能力，通过听力训练，能够获取关于保持健康的信息；通过对话练习，能够进行简单的交流；通过阅读训练，能够理解关于健康生活方式和保持健康的文章；通过写作训练，能够写一篇关于如何保持健康的短文。
3.情感目标•通过本单元的学习，使学生认识到保持健康的重要性，并树立正确的健康观念。
•培养学生良好的生活习惯和饮食习惯，注重身体健康和心理健康。
二、教学内容分析本单元的教学重点是让学生学会如何保持健康。
教材内容主要包括以下三个方面：1.词汇和短语的学习，如：keep fit, healthy lifestyle, illness, adviceon how to keep healthy等。
2.听、说、读、写方面的训练，通过这些训练，让学生能够运用所学的词汇和短语进行简单的对话和讨论，谈论健康生活方式和保持健康的方法。
3.通过学习短文“How to Keep Fit”，让学生了解保持健康的正确方法。
三、教学步骤设计1.导入新课：通过引导学生讨论身边的人和事，引出本单元的主题——保持健康。
2.学习新课：通过学习新单词和短语，初步了解本单元的学习内容。
然后进行听、说、读、写方面的训练，让学生能够运用所学的词汇和短语进行简单的对话和讨论，谈论健康生活方式和保持健康的方法。
最后，教师引导学生总结本节课所学内容。
3.巩固练习：通过阅读短文“How to Keep Fit”，让学生了解保持健康的正确方法。
仁爱版英语八年级上册unit2keepinghealthy教案
Topic 1Section AThe main activities are 1a, 2 and 3a.本课重点活动是1a、2和3a。
Ⅰ.Teaching aims and demands 教学目标1. Learn some useful words and expressions:toothache, dentist, cough, fever, flu, headache, at night, lots of, lift2. Help the students to learn the modal verbs for giving advice:(1)You shouldn’t stay at home.(2)You should see a dentist.3. Talk something about illness.4. Learn to express sympathy for a patient, and give some advice to a patient.Ⅱ. Teaching aids 教具录音机/卡片Ⅲ. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步复习(时间:5分钟)1. 复习Unit 1的内容。
(1)T: Boys and girls, let’s discuss somethi ng about the 2008 Olympics, OK?Ss: OK.T: I want to ask you some questions, If you can answer, hands up, please. If your answer is right, I will sign a smiling face for you on the blackboard;If your answer is wrong, I won’t sign it, but let’s say “Work on”together.Clear?Ss: Yes!T: What’s the motto of the 2008 Olympic Games?S1: Faster, higher, stronger.T: Good! (Draw a smiling face on the blackboard.)Then what’s the symbol of the Olympic Games?S2: Olympic rings.T: What’s the color of the rings?S3: ...T: What do the five rings of the 2008 Olympics stand for?S4: ...T: What do the mascots of the 2008 Olympics stand for?S5: ...(2)T: My last question is: What will you do for the Beijing Olympics in 2008?(让学生畅所欲言，但多数学生会想到用Unit 1学过的短语，这样就达到了预期的复习效果。
八年级上册英语教案设计《Unit 2 Keeping Healthy》
八年级上册教案设计Unit 2 Keeping HealthyTopic 2 I must ask him to give up smoking.Section AⅠ. Material analysis本课时的主要活动为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 aimsKnowledge 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 pointsKey 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。
仁爱版八年级英语上册Unit2KeepingHealthy优质教案
Unit2 Keeping HealthyTopic 1 You should brush your teeth twice a day. Ⅰ.Teaching aims and demands 教学目标1. Learn some new words and phrases:toothache, dentist, have a cold, cough, take a rest,fever, flu, headache, at night, coffee, tea, plenty,plenty of, boiled water, lift2. Learn some useful sentences:(1)I have a toothache.(2)I’m sorry to hear that.(3)I have a bad cold.3. Learn the modals for giving advice:(1)You should see a dentist.(2)You shouldn’t drink coffee or tea in the evening.4. Talk about illnesses.5. Learn to express sympathy for a patient and give some advice to the patients.Ⅱ. Teaching aids ：PPTⅢ. Teaching Method:TBM.Step 1 Warming upStep 2 Presentation通过师生对话及听力活动，呈现1a内容，学习部分生词与短语，培养学生的听说能力。
1. (师生对话，谈论健康话题。
)T: In this lesson, let’s talk about health.T: How are you feeling today, S1?S1: I’m fine, thank you, and you?T: I’m not very well. I think I have a cold. (说着，老师形象地表现出生病的样子。
Keeping Healthy 教学设计
八年级上册教案设计
Unit 2 Keeping Healthy
Topic 3 Must we exercise to prevent the flu?
Section C
Ⅰ. 教材分析
本课通过李医生有关保持健康的报告，让学生清楚日常生活中应该如何保持健康。
报告中还指出一些不健康行为的危害并教会学生如何避免这些不健康的行为。
课后要求学生写一篇如何保持健康的文章，提出自己的建议。
Ⅱ. 学情分析
本节课的教学对象是八年级的学生，学生们已经有了一定的英语学习基础，对这样一个报告已经能够理解。
教师设计了不同层次的阅读和写作任务，在任务中指导阅读和写作的技巧和策略。
希望学生能够积极的参与课堂，深层次了解文本。
最后联系实际从而得到情感升华。
Ⅲ. Teaching aims
1.Knowledge aims
①Learn some new words
②Know more about how to keep healthy.
2.Ability aims
①Reading skills.
②Writing skills.
3.Emotional aims
How to keep healthy in our daily life.
Ⅳ. Teaching aids
CAI; PPT； Blackboard; paper
Ⅴ. Teaching procedures
1
2。
Unit2KeepingHealthyTopic1SectionB教案
Unit2KeepingHealthyTopic1SectionB教案Unit 2 Keeping Healthy Topic1 Section B教案仁爱版八年级上Unit 2 Keeping Healthy Topic1You’d better go to see a doctor.Section B 教学设计The main activities are1aand2a. 本课重点活动是1a和2a。
Ⅰ. Teaching aims and demands 教学目标1. Learn some new words and phrases:pale, terrible, day and night, feel like doing, lie down, candy, brush, tooth (teeth), Internet, care, take care of2. Learn some useful sentences:(1)I’m f eeling terrible!(2)How long have you been like this?(3)How are you feeling, Nick?3. Go on learning some modals for giving advice:(1) You’d better go to see a doctor.(2) Why don’t you have a good rest?(3) You should lie down and rest.(4) You’d better not drink cold water.(5) You shouldn’t eat too much candy.4. Get students to know how to take care of themselves and others.Ⅱ. Teaching aids 教具卡片/教学挂图/录音机/小黑板/药片/水杯Ⅲ. Five-finger Teaching Plan 五指教学方案Step 1Review 第一步复习(时间:5分钟)师生互动，通过对疾病表达及建议的复习，导入新课。
2622.仁爱初中英语八上《Unit 2 Keeping Healthy》word教案
Unit2 Keeping HealthyTopic 1 You should bru sh your teeth twice a d ay.Ⅰ.Teaching aims and demands 教学目标1. Learn some new words and phrases:toothache, dentist, have a cold, cough, take a rest, fever, flu, headache, at night, coffee, tea, plenty, plenty of, boiled water, lift2. Learn some useful sentences:(1)I have a toothache.(2)I’m sorry to hear that.(3)I have a bad cold.3. Learn the modals for giving advice:(1)You should see a dentist.(2)You shouldn’t drink coffee or tea in the evening.4. Talk about illnesses.5. Learn to express sympathy for a patient and give some advice to the patients.Ⅱ. Teaching aids ：PPTⅢ. Teaching Method:TBM.Step 1 Warming upStep 2 Presentation通过师生对话及听力活动，呈现1a内容，学习部分生词与短语，培养学生的听说能力。
1. (师生对话，谈论健康话题。
)T: In this lesson, let’s talk about health.T: How are you feeling today, S1?S1: I’m fine, thank you, and you?T: I’m not very well. I think I have a c old. (说着，老师形象地表现出生病的样子。
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八年级英语Keeping Healthy教案仁爱版初中英语八年级上册（课改教学模式）课题Unit 2 Keeping HealthyTopic 2 I must agive ug教学时间1课时编写者施荣贵原稿施金炼修改教学目标1.学习新单词，词组和短语2.继续学习表示提建议以及必需的情态动词(1)You might get a headache when you ward.(2)We shoulda(3)We shouldn’t drink sour milk. (4)We must tidy ouand swl(5)We muublic.3.学会通过略读提取文章信息4.学会通过略读进行总结5.谈论个人卫生评测点1.词汇：disealf, migach, guman, body, through, illness, air, sour, tidy, swublic2.句子：(1)You might get a headache when you ward.(2)We shoulda(3)We shouldn’t drink sour milk. (4)We must tidy ouand swl(5)We muublic.[3.Improve students’ abllistening, speaking to reading.Learn to gaassage bg.Learn to suby scanning.教学过程参考第一课时一．预习指导（先学）1.告知学生本课的学习目标和重难点：1.学习新单词，词组和短语2.继续学习表示提建议以及必需的情态动词(1)You might get a headache when you ward.(2)We shoulda(3)We shouldn’t drink sour milk.(4)We must tidy ouand swl(5)We muublic.3.学会通过略读提取文章信息以及进行总结，并提醒学生注意个人卫生2.检查学生自学情况 检查学生完成导学案情况（没完成的同学作为三清对象）‚ 请几位同学朗读本课单词（每天所学单词在下午放学前组员找组长朗读过关）二．预习交流与成果展示1.尝试自己拼读新单词并识记2.阅读P37 1a①将文中不懂的句型画出②再次阅读1a，在规定时间内完成1b（5分钟）③请同学提出文中不懂的句型，由懂的同学进行讲解④讨论一下如何预防头疼，用must，must not，should，should not进行表达，之后各组作报告3.学生阅读2a，画出细菌进入人体的路线图4.通过2a的学习让学生讨论一下应该怎样注意个人卫生，讨论完成2b5.展示一些图片让学生用must，must not，should，should not进行造句三．知识链接（后教）1. It may show thag is wrong with your health.(1) show sbwb. 向某人展示某物 please show me your new book.(2) show sb. around 某地表带某人参观某地：I’ll show you around our schoolw.2. You can get a headache when you exaaaach 空腹3. We can guman body throug(1) g进入,陷入; 如：guble 陷入麻烦(2) ①through 从物体内部穿过，如：walk through a② across 从物体表面横穿，如：go aad ③ over 从物体上空越过, 如：fly ovThe boy has an illll疾病（名词），很少表示具体的疾病，只表示抽象的疾病，disease 常表某种疾病。
如：heart disease 心脏病四．练习巩固（巩固）1.学生不看书独立完成随堂练习2.组长检查组员完成情况，并对组员进行纠正讲解[来源:]3.教师总结讲解难点重点练习五．布置任务（任务）1.根据导学案预习D[来源:中.考.资.源.网]2.做好明天听写单词的准备经典例题、素材、练习、作业等导学案一．预习目标1.学习新单词，词组和短语disealf, migach, guman, body, through, illness, air, sour, tidy, swublic1.学习新单词，词组和短语2.继续学习表示提建议以及必需的情态动词(1)You might get a headache when you ward.(2)We shoulda(3)We shouldn’t drink sour milk. (4)We must tidy ouand swl(5)We muublic.3.学会通过略读提取文章信息4.学会通过略读进行总结5.想想如何保持个人卫生二．重点词句New words（新单词）：New phrases（新词组）：Useful ex（有用的表达法）：三．课文探究1.尝试自己拼读新单词并识记2.朗读P37 1a①将文中不懂的句型画出②再次阅读1a，在规定时间内完成1b（5分钟）ƒ讨论一下如何预防头疼，用must，must not，should，should not进行表达_________________________________________________ _________________________________________________________________________________________3.学生阅读2a，画出细菌进入人体的路线图4.通过2a的学习想想我们平时应该如何注意个人卫生，请提出几点建议_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ ___________四．知识链接1. It may show thag is wrong with your health.(1) show sbwb. 向某人展示某物 please show me your new book.(2) show sb. around 某地表带某人参观某地：I’ll show you around our schoolw.2. You can get a headache when you exaaaach 空腹3. We can guman body throug(1) g进入,陷入; 如：guble 陷入麻烦(2) ①through 从物体内部穿过，如：walk through a② across 从物体表面横穿，如：go aad ③ over 从物体上空越过, 如：fly ov[来源:中.考.资.源.网]4. The boy has an illll疾病（名词），很少表示具体的疾病，只表示抽象的疾病，disease 常表某种疾病。
如：heart disease 心脏病五．随堂练习wather, ggrandfather. Iauad ouwindow. His fat her says, “Jim! Don’t put your head ouwindow!” But Jim gutting his head ouwindow.Now his father takes Jim’s cap quietly,hides(藏) it behind his back and says, “You see your cap is gone(不见了).”afraid.His father says, “Well, whistle(吹口哨) once. Perh aps your cap will come back.” Jim whistles. His father quickly pua’s head.“Oh! It is wonderful!” Jim laughs. He quickly taather’s cap and throws it ouwindow. “Nowurturn(轮到你啦) to whistle, Dad!” he says happily.根据短文判断下列句子正误，对的打“T”，错的打“F”。
( ) 1.Jim and his father ggrandfather by bus.( ) 2.Jim’s father telluad ouwindow.( ) 3.Jim’s father takes Jim’s cap and hides it behind his ba( ) 4.Jim doesn’t want to have his cap ba( )aather’s cap and throws it ouwindow.Long, long aglived a rich man. He had a servant(仆人). He andvant loved wine and good food very much. Eaan lvant would dwine and eat up allduse. Tan knew whavant did, but he had never caugvant doing thag, when he laidvant, “Here are two bottl(毒药) andduse. You must ta” Wwords, he went ouBuvant knew thaan had said was untrue. Aan was awad aal. Because he drauch, he was drunk and fellground. Wan came bauldn’t findd and his wine. He became very angry. He wvant up. Buvant toldvery well. He said a cat had eaten up everything. He was afraid to be punisheddrall himself.根据短文内容选择正确答案。