初中英语-Unit1 What's the matter教学设计学情分析教材分析课后反思

人教版八年级英语下册Unit1What’sthematter?sectionA(1a-2d）教学设计TeachingAims1.KnowledgeObjects(1)Function:①Learntodescribeandtalkaboutthehealthproblemsandaccidents.②Learntogiveotherssomerightadviceaccordingtotheirproblems.(2)KeyVocabulary:matter,sore,throat,stomachache,foot,neck,stomach,fever,lie,rest,cough,toothache,headache,haveasoreback,haveastomachache,haveacold,liedown,seeadentist,getanX-ray,takeone’stemperature,haveafever,haveaheadache,takebreaks,inthesameway,gotoadoctor(3)TargetLanguage:①What’sthematter?Ihaveastomachache./Ihaveasoreback./Ihaveacold.②Shehasaverysorethroat.③Myheadfeelsveryhot.④WhatshouldIdo?⑤Ithinkyoushouldliedownandrst.(4)Structure:①havea+thenamesoftheillness②should+verb2.AbilityObjects Enablestudentstotalkabouthealthproblemsandgiveadvicewiththelanguagepoints.3.MoralObjects(1)Improvethecooperativespiritthroughpairworkandroleplaying.(2)Studentscaremoreaboutthemselvesandtheirfamilymembers’health.TeachingKeyPoints1.Learnandmasterthepartsofthebody,thenamesoftheillnessandtheexpressionsofgivingadvice.2.Learntotalkabouthealthproblemsbyusing“What’sthematter?Ihavea…”andgiveadvicebyusing“should”.TeachingDifficultPoints1.Learntotalkabouthealthproblemsbyusing“What’sthematter?Ihavea…”.2.Learntogiveappropriateadvicetothecertainhealthproblems.TeachingMethodsTask-basedlanguageteachingmethod,thecooperativelearningmethod,andmultimedia-assistedteachingandlearningmethod.TeachingAidsThepictureaboutillness;PPT.TeachingProceduresStep1Warming-up(about2minutes)Enjoyasong,lookandsay.Step2Presentation(about6minutes)Theteachertouchesthepartsofthebodyonebyoneandsaysthem.Whileteachingeachone,letstudentstouchorshowit.WorkonSectionA1a.Playthegame:Touchthepartsofyourbody.Letthewholeclasstouchthepartsoftheirbodywhenteachersay:Touchyour…Askeightstudentstocometothefrontanddoastheteachertellsthem:Touchyour…Ifonedoeswrong,lethimorhergoback,thelastonewho’sinthefrontisthewinner.Step3PresentationandPractice(about8minutes)Theteachermimeshavingastomachachewithanactionoftouchinghisstomach,andasks,“What’sthematter?”(Writeitontheblackboard),thensays,“I’mnotfeelingwell,Ihaveastomachache.”(Studentsrepeatwithteacher.)Thenshowsomepicturesonthescreenandaskstudentstopractice.Havestudentslookatthepictureandask:Whatcanwesaytohim?Ss:What’sthematter?T:Yes.Andwhatshouldtheboysay?Ss:Ihaveastomachache.Letstudentsrepeatwithotherpicturesaboutotherillness.Asksomestudentstousegesturestoshowtheillness,andhaveotherstoguess.Makeamodeldialogue.(S1doesanactiontoexpressanillness.)T:What’sthematter?Ss:He/Shehasaheadache.Letstudentspracticeotherillness.A:What’sthematter?B:He/Shehasaheadache/toothache/asoreback/asorethroat/acoldandacough.Showotherpictures,andaskstudentstotalkabouthealthproblemsofthepersonsinthepicturesinpairs.Step4ListenandSay(about8minutes)WorkonSectionA1b,listenandnumberthenames[1-5].Havestudentslookatthepictureandread1c,andtellstudentsthatthegirltalkedtoomuchyesterdayandshehasaverysorethroatnow.Thenaskthemlookatthepicture,practicesayingotherproblems.Forexample:Theboyeatstoomuchicecreamandhasastomachache.Havestudentsworkinpairsaccordingto1candasksomepairstoactouttheirconversations.Step5Presentation(about5minutes)Teacherpretendstocoughandasks:T:What’sthematterwithme?Ss:Doyouhaveacough/asorethroat?T:Yes,Ihaveasorethroat.Canyougivemesomeadvice?WhatshouldIdo?Ss:Youshoulddrinkhotteawithhoney/shouldn’ttalktoomuch/gotoadoctor…(Studentscangivedifferentadviceastheylike)Showdifferentpicturestostudents,havethempracticeinpairs.S1:What’sthematterwithhim/her?S2:Yes,he/shehasa/antoothache/fever/headache…(Teachthenewwords)Whatshouldhe/shedo?S2:He/Sheshouldgotoseeadentist/liedownandrest/drinkalotofwater./seeadoctor…He/Sheshouldn’tdrinkcoldwater/playbasketball…Workingroups,andhavestudentsrole-playbetweenadoctorandapatient.Askthemtotalkaboutthehealthproblemsandgiveadviceingroups.Step6Practice(about7minutes)Do2a.Havestudentslistenandnumberthepicture[1-5]intheordertheyhear.Thenchecktheanswer.Playthetapeagainforthestudentsandletthemdo2bbythemselves.Havestudentslistenagainandmatchtheproblemswiththeadvice.Thenplayitagainandchecktheanswers.Do2c.Pairwork.Letstudentsreadtheconversationsin2cfirst.Thenworkinpairs,makeanewconversationaccordingto2aand2b.Forexample:A:What’sthematter?B:Mybackfeelsterrible.A:Maybeyouhaveheadache.YoushouldseeadoctorandgetanX-ray.B:That’sagoodidea.Showmorepicturesandletstudentsmakemoreconversations.Step7ExpansionandExtension(about5minutes)Role-playtheconversation.First,havestudentstorole-playtheconversationin2dingroupsandchoosethebest.Ingroups,studentsdiscussthelanguagepointsandsolvetheproblems.Theteacherwalksaroundandgivesthemsomehelpiftheyneed.Workingroups.Havestudentsdoasurveyingroupsabouttheirhealthproblems,thendiscussingroupsandgivesomerightadviceandmakeanewconversation.Askeachgrouptoreporttheirconversations.Step8Summary(about3minutes)Askstudentstosumupthepartsofabodyandthenamesofillness.Helpstudentstosumuphowtogiveadvicebyusing“should”and“shouldn’t”,thenaskthemtogivetherightadviceaboutdifferentproblems.Step9Homework(about1minute)1.TrytofindouttheEnglishwordsforotherpartsofthebody.2.Jimisill.Youcallhim.Writethedialoguedown.BlackboardDesignUnit1What’sthematter?TheFirstPeriod(SectionA1a-2d)What’sthematter?Ihaveastomachache/sorethroat/acold.She/Hehasaverysorethroat.Myheadfeelsveryhot.WhatshouldI/he/shedo?Youshould/shouldn’t…第一课时作业设计一、根据句意、汉语意思和首字母提示完成句子。1.–What’sthem________(问题)withyou?-Icutmyself.2.Tomdidn’tgotoschoolyesterday,becausehehadasoret________(咽喉).3.Ahorsehasfourf________.4.Youshouldgotoadoctorifyouhaveac________(咳嗽).5.Thegirl’st_______(牙齿)areverywhiteandgood.Shebrushesthemtwiceaday.二、汉译英。1.背痛________________2.感冒______________3.躺下休息_____________4.发烧________________5.划伤自己_________________三、选择填空。（）1.What’sthematterwithLisa?A.Sheisaway.B.Sheiscool.C.SheshouldgetanX-ray.D.Shehasasorethroat.（）2.–I’mtootired.Istudiedverylatelastnight.-Ithinkyou____haveagoodrest.A.shouldB.hastoC.shouldn’tD.needs（）3.Youshould____forafewnights.A.liesdownB.liedownC.lieD.lieto（）4.Youshouldn’teat___junkfood.A.muchtooB.toomanyC.toomuchD.manytoo（）5.–Ihaveabadtoothache.-____A.What’sthematter?B.Youtalkstoomuch.C.Youshouldseeadoctor.D.Ithinkyoushouldliedownandrest.人教版八年级英语下册Unit1What’sthematter?sectionA(1a-2d）学情分析八年级的学生对英语已经有一定的基础，但对于大部分学生来说，学习英语的兴趣不是很浓，在学习中他们更喜欢从游戏或活动中学习。针对这一情况，我在课堂上创造外语语言氛围，激发学生学习英语的兴趣；让学生在参与英语各项活动时，能够更好地掌握知识；同时通过游戏来进行训练，巩固所学的知识。让学生在乐中学，轻松地掌握所学知识。此外，由于我们的教学对象是初二的学生，（好、中、差生都有），他们对学习英语既感到好奇又感到担忧，希望能够得到他人的肯定，因此，我在教学活动中尽量让每个人都能参与进来，有更多的机会来说英语，减少他们的恐惧感；通过合作学习，减低他们的学习难度，使他们能够体验到成功的喜悦。同时，在阅读和书面表达中加以落实，提高他们的综合运用语言能力，使各层次的学生都有所收获。人教版八年级英语下册Unit1What’sthematter?sectionA(1a-2d）效果分析本节课在教学中注意利用图片和教师的动作，从感官上刺激学生，能很快地抓住学生的注意力，围绕教学主题，在多样化的活动中学和练，学中有练，练中有学，并与巩固融为一体。在教授新知识的过程中巩固，在强化巩固的过程中授新。总体效果分析如下：1.这堂课以模仿促进巩固模仿是基础，英语学习必须从模仿开始的。“从心理学角度来说，初中学生具有活泼、好动、乐于参与、模仿性强的特点。因此，教师在教学中充分创设教学情景，抓住一切可以让学生模仿的机会，尽量做到“能听的让他们听、能看的让他们看、能听的让他们听”，引导学生积极主动的模仿——模仿着去读、模仿着去说、模仿着去写。通过模仿使学生进入英语学习的最佳状态并获取英语课程的基本知识与基本技能，为学生的进一步纵深发展奠定良好的基础。2．这堂课以表演强化巩固角色朗读，pairwork展示表演都锻炼了学生的胆量，激励学生敢于在大众面前开口说话，克服心理障碍，增强自信心，提高交际能力。还体现了师生之间，生生之间相互尊重、互动合作、学习交流的双边活动。师生之间的情感交流，教学双方都热情投入，主动参与，师生双方情感交流融洽，课堂气氛便轻松、和谐，加深了彼此的情感。3.这堂课以游戏优化巩固实践表明，游戏就是调动学生英语学习兴趣的最有效的方法之一。在课堂上假设、想象某种交际情境，用英语进行模拟言语活动，便是英语教学中的游戏。Guess(猜一猜)的小游戏集趣味性和竞争性于一体，激发了学生的参与热情与表达热情。此外，多媒体辅助教学提高了课堂教学容量，调动学生多个感官对知识的感知，实现信息传递的多渠道化，但要注意呈现的速度，做到张驰结合。本节课各教学环节之间联系比较紧密，但时间分配上稍微有点前松后紧，因此教师应该注意根据学生的课堂反应把握教学节奏。人教版八年级英语下册Unit1What’sthematter?sectionA(1a-2d）教材分析本单元是选自英语八年级（人教版）（下）Unit1主要围“What’sthematter?”这一主题开展各种教学活动。本单元旨在营造一个轻松、愉快的学习、交流环境，通过听、说、读、写来培养学生的综合运用这些知识的能力，并让学生在有限的课堂实践活动钟，拓展以往的经历，能够准确地用英语来表达。本课是人教版新目标英语八年级下册Unit1What’sthematter？第一课时。教材是以“What’sthematter?为中心话题，学习谈论健康状况及如何针对身体不适问题提出建议，并倡导人们养成良好的生活习惯。根据《新英语课程标准》关于总目标的集体描述，在教学过程中，教师不仅要注重学生听说能力的培养，更要加强学生学习英语兴趣的培养。由于我们的教学对象是初二的学生，（好、中、差生都有），他们对学习英语既感到好奇又感到担忧，希望能够得到他人的肯定，因此，我在教学活动中尽量让每个人都能参与进来，有更多的机会来说英语，减少他们的恐惧感；通过合作学习，减低他们的学习难度，使他们能够体验到成功的喜悦。同时，在练习中加以落实，提高他们的综合运用语言能力，使各层次的学生都有所收获。人教版八年级英语下册Unit1What’sthematter?sectionA(1a-2d）评测练习Ⅰ.根据句意、汉语意思和首字母提示完成句子1.–What’sthem________(问题)withyou?-Icutmyself.2.Tomdidn’tgotoschoolyesterday,becausehehadasoret________(咽喉).3.Ahorsehasfourf________.4.Youshouldgotoadoctorifyouhaveac________(咳嗽).5.Thegirl’st_______(牙齿)areverywhiteandgood.Shebrushesthemtwiceaday.Ⅱ.汉译英1.背痛________________2.感冒______________3.躺下休息_____________4.发烧________________5.划伤自己_________________Ⅲ.选择填空（）1.What’sthematterwithLisa?A.Sheisaway.B.Sheiscool.C.SheshouldgetanX-ray.D.Shehasasorethroat.（）2.–I’mtootired.Istudiedverylatelastnight.-Ithinkyou____haveagoodrest.A.shouldB.hastoC.shouldn’tD.needs（）3.Youshould____forafewnights.A.liesdownB.liedownC.lieD.lieto（）4.Youshouldn’teat___junkfood.A.muchtooB.toomanyC.toomuchD.manytoo（）5.–Ihaveabadtoothache.-____A.What’sthematter?B.Youtalkstoomuch.C.Youshouldseeadoctor.D.Ithinkyoushouldliedownandrest.Ⅳ.书面表达假如你是李华，请你针对信中提到的问题提出合理的建议，并同复一封邮件。词数：60-80。DearSir,I'mwritingthislettertoyoubecauseI'mintroublenow.I'msoworriedaboutmydaughter,Lisa.Sheisgettingfatthesedays.Shedoesn’tliketoeatfruitorvegetablesandneverexercises.Shejustlikesjunkfood.Shealmosteatscandyeveryday,soshehasabadtoothache.Also,shedoesn'thavebreakfastbecausesheusuallygetsuptoolate.Ireallyworryaboutherhealth.She'sonlythirteen.WhatshouldIdo?Couldyoupleasegivemesomegoodadviceorsuggestions?YoursMarina人教版八年级英语下册Unit1What’sthematter?sectionA(1a-2d）课后反思课堂教学以“What’sthematter?”为主题，贯穿始终。我在课堂上为学生营造了一个轻松有趣的学习氛围，促使学生积极主动地学习英语，并将所学的知识自然有效地运用于生活实际，收到了“现学现用、学用结合”的成效。当代教育主张“开放式课堂教学”，注重培养创新型人才。基于这一理念，我在教学过程中依据教学要求、结合教学内容有意识地充实了丰富有趣、针对性强的开放性游戏活动，使孩子们在“乐中学、学中乐”。比如，句型“What’sthematterwithyou?”、“Ihavea?”是本课的教学重点及难点，我在教学中分别采用了“Chant”、“Let’stalk”、“Roleplay:Seeingthedoctor”等等活动，有效地提高了学习的趣味性，增强了学生的成就感。另外，在孩子们基本掌握新单词、句型之后，我鼓励他们自编、自导、自演对话，让所学的知识得到升华，并把升华后的知识转变成为真实交际的能力。课堂教学中竭力为学生提供真实或逼真的言语交际情景，把整个教学过程搞成近乎实际的交际活动，让学生发挥主动性、创造性，学以致用，学生