初中英语-What's the matter 第一课时教学设计学情分析教材分析课后反思

PAGE1PAGE教学设计八年级Unit1What’sthematter?SectionA（1a-2d）TeachingandlearningGoals:一、功能：Talkabouthealthproblemsandaccidents;Giveadvice.二、词汇和常用表达：Learntousethewordsandsentences:matter,stomach,neck,foot,liecough,headache,hurt,break,throat,rest,headache,toothache,What’sthematter?Ihave…….Youshould…….三、学习策略：Sumupthepatternsandusefulexpressionsintheconversations.Getsomelisteninginformationfromthepicturesin2a.Role-playtheconversationswithapartner.四、文化知识：Learntocareforotherpersonsbyaskingfortheirhealthproblems.【教学目标】一、功能：Talkabouthealthproblemsandaccidents;Giveadvice.二、词汇和常用表达：Learntousethewordsandsentences:matter,stomach,neck,foot,liecough,headache,hurt,break,throat,rest,headache,toothache,What’sthematter?Ihave…….Youshould…….三、学习策略：Sumupthepatternsandusefulexpressionsintheconversations.Getsomelisteninginformationfromthepicturesin2a.Role-playtheconversationswithapartner.四、文化知识：Learntocareforotherpersonsbyaskingfortheirhealthproblems.【教学重难点及突破】一、重点：1.掌握本单元的重点单词。2.掌握提建议的表达方法。3.能够运用“What’sthematter?Ihavea---”来谈论健康问题。4.用“Youshoulddosth..”“Youshouldn’tdosth.”来提出建议。二、难点：1.情态动词should的用法。2.熟练地对某些疾病给出合理的建议。三、教学突破：本课重在易学生为中心，恰当运用多媒体辅助教学，提高课堂效率并增加趣味性。通过“任务型”活动策略，在做中学和练，任务明确，熟练掌握如何谈论健康并给出建议，使学生在交际中真实运用所学知识。Step1Preview一.ReadfromP1toP2andputthefollowingintoEnglishorally.Thenwritethemdownwithoutlookingatyourbook.1.PutthephrasesintoEnglish.(1)感冒________(2)胃痛________(3)背痛_________(4)量体温__________2.PutthesentencesintoEnglish.(1)你怎么了？________________________________________(2)我牙疼。________________________________(3)她现在嗓子疼得厉害。______________________________________(4)我头痛而且脖子动不了。___________________________________________(5)我应该量体温吗？____________________________________________(6)如果你的头和脖子明天还疼，你得去看医生。_____________________________________二.Checkthepreview.T:Boysandgirls!Letmecheckyourpreview.Ifyouknowtheanswers,youcantranslatethem.Pleasestandupwithoutputtingupyourhand.ThenI’llgiveyouonemark.Let’sseewhichgroupisthebest.（设计意图：教师可以更有针对性地教，学生可以更有针对性的学。）Step2WarmupandleadinT:Boysandgirls!Eachofushasknownourbodypartswell,butdoyouknowtheEnglishnameofeachbodypart?(Theteacherpointsateachpartofhis/herbodyandaskstudentstosayitsEnglishname.Revisetheonestheyknowandteachtheonestheydon’tknow.)S1:Arm,back,ear.S2:Hand,neck,nose.S3:Leg,eye,teeth.……T:NowhaveyoumasteredalltheEnglishnamesofourbodyparts?Let’scometo1atocheck.Pleaselookatthepicture.Writethecorrectletter[1-m]foreachpartofthebody.________arm________back________ear________eye________foot________arm________back________ear________eye________foot________hand________head________leg________mouth________neck________nose________stomach________toothPresentationT:Boysandgirls!Didyouhaveillnessesbefore?Ss:Yes,haveacold,haveaheadache,haveafever,haveastomach,haveatoothache,haveasoreback,haveacough,haveasorethroat,…….（设计意图：利用图片引导学生表达有关身体健康方面的问题。）T：Ifyouareadoctor,howdoyouaskyourpatientswhenyouseethem?Let’slookatthefollowingpictures.D:What’sthematter?P:Ihaveatoothache.D:What’s________________?P:Ihave_________________.D:What’s________________?P:Ihave_________________.D:What’s________________?P:Ihave_________________.D:What’s________________?P:Ihave_________________.D:What’s________________?P:Ihave_________________.（通过图片创设语用情境，让学生通过模拟医生和患者之间的对话，感受医患用语。）Step3ListeningPracticeIWhile-listeningactivities1.Listenforthegeneralideaof1b.T:Boysandgirls!Pleaselookatthepicturein1a.We’lllistentofiveconversationsaboutit.Canyouguessthegeneralidea?S1:It’saboutadvice.S2:It’sabouthealthproblems.T:OK,pleaselistentotherecordingandfindoutthemainidea.Thegeneralideaoftheconversationsisabout．A.bodypartsB.healthproblemsC.advice2.Listeningforthespecificideasof1b.T:Class,weallknowtheconversationsareabouthealthproblems.What’sthematterwitheachperson?Now,listenforthespecificideas.(1)Listenandlookatthepicture.Thennumberthenames[1-5].Nancy___________Sarah___________David___________Ben___________Judy___________(4)Gothroughtheblanksplease.Thenlistenandfillintheblanksaccordingtothetape.Conversation1:Ididn’tputonmyjacket.NowIhavea____________.Conversation2:What’sthe_________?I__________a_____________.Ialmostcouldn’tget__________outofbedthismorning.Conversation3:I_________myself.NowIhaveareally_____________________.Conversation4:Ihavea___________.It_________alot.Conversation5:Italktoomuchyesterdayanddidn’tdrinkenoughwater.Ihaveavery____________________.注：在听之前，一定让学生快速的把听力填空浏览一遍，并且给予听力策略的指导——即注意听力材料中的人名和疾病名称。Step4Post-listeningactivities1.Listentothetapeandrepeat.Thenreadandrecitetheconversationsindividually.2.Asksomestudentstorole-playtheconversationsinfrontoftheclass.3.Askstudentstopracticetheconversationsinthepicturein1aandthenmaketheirownconversationsaccordingtothepicture.Forexample:A:What’sthe_________with__________?B:Shetalkedtoomuchyesterdayanddidn’tdrinkenoughwater.Shehasanevery___________.4.Asksomestudentstoreporteachperson’sillness.Forexample:Sarahhasa__________.Davidgota__________.Benhasareally_____________________.Nancyhasa___________.Judyhasavery___________________.（设计意图：本部分的内容重在培养学生们口头表达的能力，同时通过仿读、背诵、表演、汇报患者病情，引导学生更好地内化语言知识。）Step5ListeningPracticeIIWhile-listeningactivities1.Listeningforthegeneralideaof2a.T:Class,pleaseatthepicturein2a.Somepairsofstudentsaretalking,buttheylookunhappy.What’sthematterwiththem?Canyouguess?S1:Ithinktheymayworryaboutatest.S2:Maybesomeoneisill.S3:.T:Didyouguesscorrectly?Pleaselistencarefullyandgetthegeneralidea.Let’sseewhichstudentisright.（设计意图：先让学生根据图片和问题猜测对话的大意，既可以使学生有针对性地听又可培养他们的推断能力。）Thegeneralideaoftheconversationsisabout________.A.studyproblemsB.healthproblemsC.healthproblemsandadvice3.Listeningforthespecificideasof2a.T:Class,weallknowthegeneralideaoftheconversationsisabouthealthproblems.Lookatthepicturein2aagain.What’sthematterwitheachstudent?Canyouguess?Whatshouldtheydo?S1:Inpicture1,thegirlhasa________.Sheshould_____________________________.S2:Inpicture2,theboyhasa________.Heshould______________________________.S3:Inpicture3,theboyhasa________.Heshould______________________________.……T:OK.Nowletlistentothespecificideas.Let’sseewhatyousaidisrightornot.(1)Listenandnumberthepictures[1-5]intheorderyouhearthem.(2)Listenandmatchtheproblemswiththeadvice.①fever a.liedownandrest②stomachache b.drinksomehotteawithhoney③coughandsorethroat c.seeadentistandgetanX-ray④toothache d.takeyourtemperature⑤cutmyself e.putsomemedicineonit(3)Checktheanswersbyaskingandanswering.Forexample:T:What’sthematterwith________?S1:He/Shehas___________.T:Whatshouldhe/shedo?S2:He/Sheshould_________________________________.……（设计意图：以问答的方式检测学生的答案可以锻炼学生的口头表达能力。）(4)Gothroughtheblanksplease.Thenlistenandcompletetheconversationaccordingtothetape.Conversation1:What’sthe_________?My________feelsveryhot.You________takeyour___________.Conversation2:NowIhavea________anda______________.Youshould________somehotteawithhoney.Conversation3:Ihavea__________.You___________eatsomuchnexttime.Rightnow,youshould________________and__________.Conversation4:What’swrong________yourface?Ihavea____________.Youshould________adentistandgetan_____________.Conversation5:I_________myselfby_________.Youshould__________somemedicineonit.Step6Post-listeningactivities1.Listentothetapeandrepeat.Thenreadandrecitetheconversationsindividually.2.Asksomestudentstorole-playtheconversationsinfrontoftheclass.3.Askstudentstomakeconversationsusingtheinformationin2aand2b.Forexample:A:What’sthe_________with__________?B:My_______feels__________./Ihave___________________.A:Youshould_________________________________.（设计意图：通过自编对话、表演对话，让学生能够把学到的语言知识有效输出。）4.Complete2d.(1)Askstudentstoreadtheconversationin2dinsilence.ThenaskthemputtheconversationintoChinese.(2)Letstudentsanswerthequestions.Thenletstudentsreadthemloudlyinpairs.Lastletstudentsaskandanswerinpairsinfrontoftheclass.①What’sthematterwithLisa?____________________________________②DoesLisahaveafever?__________________________________________________________________________③WhatdidLisadoontheweekend?___________________________________________________④WhatshouldLisadonow?___________________________________________________________________________（设计意图：回答完问题后，让学生两人一组大声朗读、互相问答，目的是让学生在读的过程中深刻理解对话内容，提高了他们口语表达能力，为下面的角色扮演和对话填空做准备。）(3)Playtherecordingforstudentstolistenandimitate.Thenaskstudentstopracticetheconversationforsomeminutes.Lastasksomepairstorole-playtheconversation,seewhichpairisthebest.（设计意图：让学生以小组竞赛是方式分角色表演对话，使所学的语言知识得以有效输出。）Step7SummaryT:Boysandgirls!Whathaveyoulearnedtoday?Pleasewritethemout.(Asktwostudentstowriteontheblackboard.)HealthHealthBodypartsIllnessesAdvice（设计意图：让学生学会自己总结本节课所学的目标词汇和目标语言，对所学内容进一步强化巩固。）Step8Teacher’swordsT:Boysandgirls!Whenyouseesomeoneisill,youshouldgivesomehelp.Let’slearntocareforothers.OK?Ss:OK.（设计意图：此环节为情感教育，让学生学会帮助他人，关心他人。）Step9InquiryintoknowledgebytranslationAskstudentstolookatthefollowingsentencesandtrytosummarizethelanguagerulesandfillintheblanks.Thestudentscanhelpeachotherandhaveadiscussionafterdoingthefollowingbythemselves.一、—What’sthematter?—Ihaveastomachache./Ihaveasoreback.______________________________________________________________1.①What’sthematter?可用来询问病情或其他不适，也可说“What’swrong?”或“What’sthetrouble?”如果要说明对象，则需加介词_________。如：What’sthematterwithher?What’swrongwithher?注意：trouble和matter都是________词，其前有冠词_________；wrong是________词，其前无冠词_________。②matter在本句中是名词，意思是“_________”；也可用作动词，意思是“_________”。如：我们有更多重要的事情需要考虑。Wehave________________________tothinkabout.如果我错过了这班火车也没关系，因为还有一班呢。________________________________ifImissthetrainbecausethere’sanother.2.①stomachache是由stomach和ahce合成的，类似的词还有：牙痛：_______头痛：_______②表示身体部位疼痛的常用表达法：A.havea+身体部位名词加词缀-ache。如：李磊耳朵痛。___________________________B.haveasore+身体部位名词。如：她嗓子疼。_______________________________C.haveapainin/onthe+身体部位名词。如：我右胳膊疼。______________________二、liedownandrest__________________________I’msorryIdidn’ttellyouthetruthandIliedtoyou.____________________________________lie当“躺”讲时，现在分词是_______，过去式是_________；lie当“撒谎”讲时，现在分词是________，过去式是________。如：①她正躺在床上呢。She_______________inbednow.②对不起，我向你撒了谎，以后我不会那样做了。I’msorrythatI________________youandIwon’tdothatagain.（设计意图：本节课的翻译探究先让学生自己自己做，然后在组内讨论。组内学生如果能把答案都讨论出来并展示，教师用语言给予鼓励表扬，若解决不出，看其他组能有解决的吗，最后老师再点拨。而且配有句子可以更好帮助学生理解知识点。）Step10Theend-ofclasstest一、用所给单词的适当形式填空。1.Jack,youshouldbrushyour_______(tooth)morecarefully.2.Oh,myheadhurtsandIhavea_________(head).3.Lastnight,we________(lie)onthegrasslandandcountedthestars.4.Hestampedhis_________(foot)tokeepwarm.5.Listen!He________(cough)sobadly.Heshouldgotothedoctor.二、翻译下列句子。1.Nancy怎么了？她可能发烧了。_____________________________________2.让我来给她量个体温。______________________________3.她应该去看医生吗？不，她需要吃点药，然后多休息。______________________________________________________4.听起来他不像在撒谎。______________________________5.我们昨晚没有休息，一直工作到晚上9:00。_____________________________________________（设计意图：让学生先自己做，发现不会的地方，然后分组讨论解决疑难问题。根据学生反馈的结果，以学评教。）Step11Homework1.Writedownthenamesofthebodypartsandillnessesyouknow.2.Recitetheconversationin2d.3.Interviewyourfamilymembersandwriteaconversationabouttheirhealthproblems.本课亮点：1.在呈现目标语言时，利用图片引导学生表达有关身体健康方面的问题。通过图片创设语用情境，让学生通过模拟医生和患者之间的对话，感受医患用语。2.在听后活动中，注重培养学生们口头表达的能力，同时通过仿读、背诵、表演、汇报患者病情，引导学生更好地内化语言知识。3.通过教师寄语教育学生在日常生活中学会帮助他人，关心他人。不足之处：表演对话对部分后进生来说难度较大，可以让他们看着译文进行表演。使用建议：本节课内容比较多，所以在时间安排上还需再注意，哪些环节需要压缩或删除还需再考虑。答案：预习检测：1.(1)haveacold(2)haveastomachache(3)haveasoreback(4)takeone’stemperature2.(1)What’sthematter?(2)Ihaveatoothache.(3)Shehasaverysorethroatnow.(4)IhaveaheadacheandIcan’tmovemyneck.(5)ShouldItakemytemperature?(6)Ifyourheadandneckstillhurttomorrow,thengotoadoctor.翻译探究：一、怎么了？我胃痛/我背部疼。1.①with；名；the；形容；the②问题，事情；有关系，要紧；moreimportantmatters；Itdoesn’tmatter2.①toothache；headache；②A.LiLeihasaearache.B.Shehasasorethroat.C.Ihaveapainintherightarm.二、躺下休息。对不起我没跟你说实话，我撒谎了。lying；lay；lying；lied；①islying②liedto当堂检测：一、1.teeth2.headache3.lay4.feet5.iscoughing二、1.What’sthematterwithNancy?Maybeshehasafever.2.Letmetakehertemperature.3.Shouldshegotoadoctor?No.Sheneedstotakesomemedicineandrestmore.4.Itdoesn’tsoundlikethatheislying.5.Weworkedtill9o’clockwithoutarestlastnight.学情分析八年级的学生具有过渡性和动荡性的心理特点，处于两级分化的突出阶段时候，学生差异较大，因此在任务的设计注重了分层，面向全体，充分调动每个学生的积极性。这个年龄阶段的学生活泼好动，好奇心较强，所以，在教学过程中，利用我们的身体进行身体部位单词的教学，用肢体语言完成疾病表示方法的教学，根据学生已有的常识提出合理的建议，在听和说的过程中，练习疾病的表示方法，巩固新学知识，增进学生间的交流和沟通。【教师准备】准备一些不同的表示身体部位的图片以及听力磁带；多媒体课件。【学生准备】准备几张表示身体部位的图片，并搜集一些针对常见疾病的建议。效果分析本课亮点：1.在呈现目标语言时，利用图片引导学生表达有关身体健康方面的问题。通过图片创设语用情境，让学生通过模拟医生和患者之间的对话，感受医患用语。2.在听后活动中，注重培养学生们口头表达的能力，同时通过仿读、背诵、表演、汇报患者病情，引导学生更好地内化语言知识。3.通过教师寄语教育学生在日常生活中学会帮助他人，关心他人。不足之处：表演对话对部分后进生来说难度较大，可以让他们看着译文进行表演。使用建议：本节课内容比较多，所以在时间安排上还需再注意，哪些环节需要压缩或删除还需再考。教材分析本单元的话题是健康问题，健康是一切活动的保障，通过本单元的学习，让学生明白健康的重要性，在以后的学习生活中注意劳逸结合。主要让学生掌握表示身体部位的单词以及部分疾病的表示方法，学会谈论自己及他人的健康状况，能针对健康问题提出合理化建议。本单元共6课时，主要为单词课，听说课，阅读课，语法课。本课时为1课时，听说课。本节课首先让学生学习表示身体部位的单词，然后学习简单的疾病表示方法来谈论自己及他人的健康问题，最后又针对性地提出合理的建议。听力训练和对话练习是完成教学目标的主要方式，学生通过听力和对话来掌握本课时的重点单词、短语、句型和语法。【教学目标】一、功能：Talkabouthealthproblemsandaccidents;Giveadvice.二、词汇和常用表达：Learntousethewordsandsentences:matter,stomach,neck,foot,liecough,headache,hurt,break,throat,rest,headache,toothache,What’sthematter?Ihave…….Youshould…….三、学习策略：Sumupthepatternsandusefulexpressionsintheconversations.Getsomelisteninginformationfromthepicturesin2a.Role-playtheconversationswithapartner.四、文化知识：Learntocareforotherpersonsbyaskingfortheirhealthproblems.【教学重难点及突破】一、重点：1.掌握本单元的重点单词。2.掌握提建议的表达方法。3.能够运用“What’sthematter?Ihavea---”来谈论健康问题。4.用“Youshoulddosth..”“Youshouldn’tdosth.”来提出建议。二、难点：1.情态动词should的用法。2.熟练地对某些疾病给出合理的建议。三、教学突破：本课重在易学生为中心，恰当运用多媒体辅助教学，提高课堂效率并增加趣味性。通过“任务型”活动策略，在做中学和练，任务明确，熟练掌握如何谈论健康并给出建议，使学生在交际中真