八年级下英语unit教学设计

1、Whats the matter?教学设计  Section A 1 (1a 2c)一、教学目标知识与能力：学习掌握有关身体的词汇以及有关疾病的词汇，并学会描述身体的不适和提出建议。听懂本课学习活动中的问题及回答，能在本课的任务型活动中进行简单的交流，能正确朗读本的对和句型，能写出本课的单词和句型。过程与方法：作为教学的引导者，我遵循新课程“学生是学习的主人，一切的教学活动设计以学生为本”的教学理念，坚持“为学生的发展，必须培养学生的自主性、能动性、独立性和创造性”的教学原则。课堂教学中利用图片，单词卡片等直观的教学手段，通过任务型教学法，游戏教学法，情景教学法等教学法引导学生学习，

2、使枯燥的单词教学变得生动有趣，激活课堂，最终达到预期的教学目标。情感态度与价值观：通过描述自己的身体的不适提出建议，表达自己的看法，使学生在人际交往中学会关心别人，增进情谊。用恰当的方式表达自己的看法，增进人际交往中学会关心别人的能力，了解英美国家询问和表达身体不适的习惯,培养世界意识。二、教材分析及教学重难点教材分析:本节课的主要内容是新目标英语八年级上册第2单元第一课时，教材是以Whats the matter ？为中心话题，描述身体不适和提出建议展开，学习和运用Whats the matter 和“What should do？”让学生学会描述身体的不适和提出建议，本课教材内容与学生的实

3、际生活密切相关，易于引出学生运用简单的英语进行交际和交流，在学习活动中，学生通过交换对身体不适的描述及建议，促进学生之间和师生之间的情感交流，增进情谊。学情分析：八年级学生有了一定的语言基础，再加上本课内容为询问人的身体健康方面的问题，与学生的生活密切相关，更容易激发同学们的学习兴趣和参与度。教学重点：本节课主要学习身体部位的单词和一些疾病的词汇，以及身体不适的表达及建议。第一课时主要学习的内容是学习有关身体部位的单词，学习“Whats the matter ?”和“What should do?”句型。 教学难点：身体不适的表达及建

4、议，掌握情态动词should shouldnt. 的用法，学习have的用法三、教学策略语音教学让学生进行模仿操练；词汇教学采取情景介绍或演示对比的方式进行教学，让学生在情境中操练、理解含义，并学会运用；口语教学采取 pair work 问答式的口语交际活动或游戏等小组活动互相操练；听力教学采取图文配对和对话选择的方式；写作教学以填词、回答问题、写简单的短文为主；语法教学总结规律、抓住特征、模仿操练。四、教学过程教学环节教师活动学生活动设计意图I. Warming-up and revision    . Presentation  

5、        . Listening   . Speaking           . Guessing games   . Listening    .Speaking. Roleplay       . Language points and summa

6、ry                                  Homework:           Greet the Ss as usual. T

7、each them new words and phrases.   T: Ask Ss to look at the picture. _arm    _ back   _ ear     _ eye     _ foot _hand    _ head     _leg_ mouth _ neck 

8、60;_nose     _ stomach    _ tooth T: Ask SS to listen and look at the picture. Then number the names 1-5    T: Ask Ss to look at the pictures. What are the students problems? Make conversations.T: Whats the matter with Judy?S: She

9、 talked too much yesterday and didnt drink enough water. She has a very sore throat now.T: Whats the matter with Sarah?S: She didnt take care of herself on the weekend. She was playing with her friends at the park yesterday. Then it got windy, but she didnt put on her jacket. Now she has a cold 

10、;Guess what has happened to the students by using the important sentences.   T: Listen and number the pictures 1-5 in the order you hear them. (Play the recording for the Ss toCheck the answers. T: Ask Ss to practice the conversations above with your partner. Make conversati

11、ons using the information in 2a and 2bT: Whats the matter?S: My head feels very hot.T: Maybe you have a fever.S: What should I do?T: You should take your temperature T: Imagine you are the school doctor. A few students have health problems.      T: summarize the kn

12、owledge1. Whats the matter?  这是人们特别是医生和护士询问病人病情时最常用的问句, 意思是“怎么了?”其后通常与介词with连用。类似的问句还有:Whats wrong? 怎么啦?Whats wrong with you? 你怎么了?Whats your trouble? 你怎么了?Whats the trouble with you? 你怎么了?Whats up? 你怎么了?2. have a cold伤风, 感冒, 是固定词组    表示身体不适的常用词组还有:    have a bad c

13、old 重感冒    have a fever   发烧    have a headache  头痛    have a stomachache  肚子痛, 胃痛have a toothache   牙痛Summary:1. 牙疼  have a toothache2. 胃疼  have a stomachache3. 背疼  have a backache4. 头疼  have a headache5.

14、 喉咙疼 have a sore throat6. 发烧  have a fever7. 感冒  have a cold8. 躺下并且休息 lie down and rest 9. 喝热蜂蜜茶   drink hot tea with honey10. 喝大量水    drink lots of water11. 看牙医      see a dentist12. 量体温      take ones temperature1

15、3. 看医生      go to a doctor  1. Review the new words and expressions. 2.发挥想象，连词成文(50-100字)。have a fever, take your temperature, doctor, lie down, matter, exercise, coughLook at a picture and learn the parts of the body.  Write the correct letter a-m f

16、or each part of the body. Play the recording for the Ss to listen and repeat the new words. Ss read the new words and try to remember them. Listen to the conversations and fill in the blanks. Make and practice conversations,Read the conversation after the teacher. Then practice the convers

17、ation with the partner.     Interactivity   Listen and number.Match the problems with the advice. Read the conversation and practice the conversation with the partner.    Role-play a conversation between the doctor and the students.

18、60;    Repeat and try to understand the phrases、sentences                 教师先领读，然后学生读，并纠正读音。 紧凑的教学环节使学生能够全身心的投入学习中。  基本听力训练，熟悉内容 操练重点句子，通过编对话操练句型        让学生参与活动，保持兴趣