英語人教版八年級下冊Unit 1 What’s the matter 教學設計.doc

Unit 1 Whats the matter? 教學設計授課教師：李靜 授課班級：182單元教學內容分析本單元的主題是學習身體各部位的單詞,掌握健康問題的表達法.如通過聽,說,讀,寫的訓練,熟悉掌握和運用Whats the matter? I have a .和You should/shouldnt. 的句型,并通過討論健康問題,讓學生懂得通過調節(jié)飲食,保證睡眠時間,勞逸結合,加強體育鍛煉來增強體質,提高學習效率.單元教學目標1、 知識目標：學習身體各部位名稱的英語表達方式；熟悉掌握和運用句型Whats the matter? I have a .和You should/shouldnt. 。2、能力目標：培養(yǎng)學生的交際表達能力,引導學生學習“看病就醫(yī)”的交際表達功能項目，包括醫(yī)生詢問病情，病人描述病情，醫(yī)生提出建議及解決辦法等；談論人所需要的健康食譜；培養(yǎng)學生口語交際的表達，鼓勵學生在生活中運用“看病就醫(yī)”的英語表達。3、情感目標：通過開展扮演病人等活動，培養(yǎng)學生關心他人身體健康的品質。通過本課的閱讀，培養(yǎng)學生處理緊急事件的基本能力，樹立緊急事件時互相幫助的精神。教學重點：短語: have a stomachache, have a cold, lie down, take ones temperature, go to a doctor, get off, to ones surprise, agree to do sth., get into trouble, fall down, be used to, run out (of), cut off , get out of, be in control of , keep on (doing sth.), give up 句子:1 Whats the matter? I have a stomachache. You shouldnt eat so much next time.2 Whats the matter with Ben?He hurt himself. He has a sore back.He should lie down and rest.3 Do you have a fever? Yes, I do. No, I dont. I dont know.4 Does he have a toothache? Yes, he does.He should see a dentist and get an X-ray.5 What should she do? She should take her temperature.6 Should I put some medicine on it? Yes, you should No, you shouldnt.教學難點：掌握情態(tài)動詞shouldshouldnt. 的用法：學習have的用法課時劃分：Period 1：Section A1 1a 2dPeriod 2：Section A2 3a-3cPeriod 3：Section A Grammar Focus & 4a-4cPeriod 4：Section B1 1a-2ePeriod 5：Section B2 3a-3b & Self check【分課時教案】 Period 1 Section A 1a 2d教學目標要求1能夠簡單談論健康問題與事故，如：A: Whats the matter? B: I have a stomachache.2能夠就健康與安全問題提出簡單的建議，如：A: What should she do? B: She should take her temperature.3能夠正確使用詢問健康的句型結構，如：A: Whats the matter with Ben? B: He hurt himself. He has a very sore throat.4能夠正確使用情態(tài)動詞should提出恰當?shù)慕ㄗh，如：He should lie down and rest.5能夠正確使用下列詞匯，如：matter, back, throat, stomachache, foot, neck, stomach, fever, cough, X-ray, hurt 等。6能夠正確使用下列常用表達，如：have a stomachache, have a cold, lie down, take ones temperature, have a fever, go to a doctor, anyone, on vacation等。7能夠認讀詞匯sore。8能根據(jù)聽到的關鍵詞完成聽力任務，如：1b, 2a等。9能模仿錄音正確朗讀和表演教材上的對話并能模仿目標語的結構和語調進行初步表達(會話)。如：1c, 2c, 2d中的對話。Step 1 Leading in1.T: How many parts of the body can you name ?Whats this ?(head , mouth etc.)Today well learn some parts of the body .2.This is my head .Oh ,I have a headache .Step 2 Work on Section A 1a讀圖，了解對話情景 地點和談論的話題First, look at me(用手指頭、鼻子、耳朵、眼睛、手、腳)and ask “Whats this?” and help Ss to answer: head / nose / ear / eye / hand / foot.Then look at the picture and read answer|: What are they? (a - m)(hand等單詞逐一顯示.)OK. Answer my questions.(點擊圖片a) What is this?Ss: Its a hand. 理解讀出身體部位的單詞Please open your books and turn to page 1. Look at 1a. Read the words.Match the activities with the pictures in the picture. Fill in the letters a to m in their right places.Now, lets check.核對1a任務的答案，學生進行自我評價(電子書可隨機做出評價)并板書學生生疏的人體部位詞匯，教授這些新詞語。Step 3 Presentation：1. In our daily life, we often meet some problems(問題).Whats her problem?2. Whats the matter?I have a cold.The first way of having a problem. “患病”的三種表達方式一:1. I have a +疾病I have a headache.The second way of having a problem. “患病“的三種表達方式之二:2. I have a +部位+ache.Whats the matter?The third way of having a problem. “患病”的三種表達方式之三: 3. I have a sore + 部位Step 4 Finish 1b引導觀察主題圖中的人物，利用問題與學生進行初步交流，為聽力做好鋪墊 How many people can you see in the picture? How many students do you think are not feeling well? How many of them are boys and how many are girls? What are their names? And how do you get their names?結合主題圖口頭敘述五位學生的不適，可在一定程度上減輕學生的聽力壓力Now lets look at the picture once again. We know Sarah has a cold. And a boy has a stomachache. Maybe this boy is David, or maybe this boy is Ben. For the other two girls, one has a bad toothache, and one has a very sore throat. But who has a stomachache? Who has a sore back? Who has a bad toothache? And who has a very sore throat? Lets listen and find out the answer.Lets read the names. 教師幫助糾正發(fā)音。聽辨對話，感受目標語Listen and number the people in the picture. 核對答案。Step 5 Pair work 1c .Work in pairs and act out .組織Pair-work，學生扮演角色模仿編造會話Now work in pairs in 1c.教師巡視指導，可視時間情況適當安排若干學生進行示范。Step 6 Work on 2a. 觀察圖片，預測所繪人物的疾病及不適，為聽力活動進行預期準備。Lets look at the pictures and guess what the matter is.She has a sore throat. (P1) He has a toothache. (P2)Ask the Ss to talk and discuss.播放錄音，完成2a。Check the answers. T: What should this person do?引導學生朗讀2b活動右欄的5條建議，糾正學生讀音，對學生自己提出的合乎情理的獨特見解表示贊許及肯定，為2b聽力活動作鋪墊。Step 7 Work on 2b. Listen again . Match the problems with the advice. Play the tape for the Ss. For the first time, let them do it by themselves. Then play it again and check the answer.Then the teacher summarize the advice using the structure with the students:When you have a_ , you should _.Step 8 Work on 2c. Pair work.仿照2c示范開展口語對話活動。T: Whats the matter?B: My head is very hot.T: Maybe you have a fever.B: What should I do?T: You should take your temperature.Work in pairs. 教師巡視指導、評價，并讓幾組展示。Step 9 Work on 2d Role-play the conversation全班分作Mandy和Lisa兩人，集體齊讀對話，熟悉對話。First boys read Mandy and girls read Lisa. Then change their roles to read the conversations.熟悉對話內容。Step 10 Explanation1. Whats the matter? 你哪里不舒服？（你怎么了？） matter n. 問題，麻煩，事件 通常與介詞with連用。 Whats the matter with him? 他怎么了？這個句型可以與下面這兩個句子互換： Whats wrong with him? Whats the trouble with him? wrong是形容詞, 前面沒有the; matter和trouble都是名詞, 前面應有the, trouble前還可以用形容詞性的物主代詞。 Whats your trouble, young man? 年輕人, 你怎么了？2. have a sore back 腰痛 （1）have vt. 患（得）病（不用于進行時態(tài)） He had a bad cold last week.他上周患了重感冒。 一般情況下用“havean.” 表示患了某種疾病。I have a headache. 我頭疼。I have a stomachache. 我肚子疼。I have a sore throat. 我喉嚨發(fā)炎。I have a fever. 我發(fā)燒。（2）sore“痛，疼”，通常指因發(fā)炎引起的肌肉疼，在表示身體的某部位疼痛時，常置于部位名詞前。ache常指持續(xù)性的疼痛，它常與身體部位的名詞構成復