人教版八下-Unit 1 What's the matter -Section A 1a—2d-教案、教学设计-省级优课-(配套课件编号：60ef0).docx

1、一、 【教材分析】 学情分析 八年级学生好奇好胜、思维活跃、求知欲表现欲强，经过一年多系统的英语学习已经掌握了一 定的词汇、语法等基础知识和基本的听说读写技能，可以通过教师或教材设计的学习活动，自 行寻找、搜集和整理学习资源，进行自主学习、合作学习、探究学习。 教 学 目 标 知识与技能 目标 1.学生能在情境中正确使用与身体部位、疾病有关的词汇： foot, neck, stomach, throat, fever, cough, toothache, sore back 2.掌握询问健康问题、表述病痛、给与合理建议的语言结构和交际用语： A:Whats the matter / troub

2、le with ? Whats wrong with ? B:I have a.He / She has a A:What should I / He / She do? B:You / He / She should / shouldnt . 过程与方法 目标 1.以学生为中心，开展 Guessing game、Pair work、Role play 等教学活动。 2.学生能通过对图片、场景的观察和判断，利用听力活动中所给的文字线索， 对主题人物身份的判断，进而预测他们的语言行为及内容。 3.学生能通过体验、实践、参与、探究和合作等方式来感悟、发现并总结语 言规律，培养语言学习的策略和能力。

3、 情感态度 目标 1.培养学生团队合作和主动竞争的意识。 2.培养学生关心他人身体健康的品质和了解一些养成健康身体的良好习惯。 教 学 重 点、难点 1.能够用 Whats the matter/trouble(with )? Whats wrong (with)? 询问健康问题和用 I have a headache/sore throat/cold.等表述病痛，并用 You should(not) do等给与合理建议。 2.掌握听前预测，听关键词，听说话者语气，推理等不同的听力策略。 教学方法视听教学法、情景教学法、任务型教学法 二、 【教学过程】 环节师生活动设计意图 Step1. Le

4、ad - in. 1.Greeting. T：Hi，boys and girls! How are you today. Ss: Fine, thank you.And you? T: Im not feeling well. I have a sore back. Today we will learn something about health problems. The title of this unit is “Whats the matter?” And the teaching goals are “” 2.Enjoy a body song. T: Which body pa

5、rts are mentioned in the video? Ss: head, shoulder, knee, toe, eye, ear, mouth, nose. 1.通过师生间的问候引 出课题，揭示教学目标。 2.播放一段关于 body 的 歌曲，寓教于乐，活跃课 堂气氛，为下面引出身体 各部位名称的教学做好 铺垫。 Step2. Presentation. 1.Learn new words. Show pictures and lead Ss to say and learn more words about body parts. 2.Look and say. T: What

6、 is this?Ss: head, eye, ear, mouth, nose 3.Finish activity 1a. Look at the picture. Write the correct letter a-m for each part of the body.Then check the answers. 1.用图片来教学单词，直 观、形象、生动。 2.通过师生互动游戏活 跃课堂气氛，进一步巩固 身体部位词汇。 3.完成 1a 任务，检测身 体部位词汇教学情况。 Step3.T: Which health problems do you know?通过头脑风暴活动,用思 Br

7、ainstorm.Ss: have a stomachache/sore throat/fever Teacher shows the pictures of health problems, then show the new words and phrases. Students read the words and phrases after teacher. 维导图能帮助学生建立 词汇与话题之间的语义 联系，便于教师把这种词 汇学习策略教给学生。 Step4. Guessing game. 1. The teacher act out the phrases about health

8、problems. 2. The Ss guess the phrases by asking “Do you have a.?” 通过“你来比划我来猜” 的游戏使学生在充满趣 味性的形式中接受新知 识，巩固新知识。 Step5. Watch and say. 1.The teacher plays a flash and asks Ss to pay attention to the ways to ask and answer Qs about health problems. T: Whats the matter with Tato? Ss: He has a toothache/st

9、omachache. 2.The teacher shows different ways to ask health problems. Show pictures and ask Ss to talk about the health problems. 用形象生动的视频和图 片来引出本课要掌握的 重点句型，有利于学生对 新知识的掌握。 Step6. Pair work. Get Ss to work in pairs to practice the target language. Have a competition in the four groups. 同桌两两对话的形式操 练句型

10、，巩固新句型。用 竞赛形式调动学生积极 参与课堂。 Step7. Listening &Speaking 1.Get Ss to have a discussion about the picture on page1. Q1: How many people can you see? Q2: What are their names? Q3: What is the matter with them? 2.Finish activity 1b. Listen and look at the picture. Then number the names 1-5.Then check the a

11、nswers. 3.Finish activity 1c. Look at the picture. What are the students problems? Make conversations. 4.Get Ss to have a discussion about the picture in 2a. What is happening in each picture? How do you know？ 5.Finish activity 2a. Listen and number the pictures 1-5 in the order you hear them.Then c

12、heck the answers. 6.Finish activity 2b. Listen again. Match the problems with the advice. Then check the answers. 7.Finish activity 2c. Make conversations using the information in 2a and 2b. 1.引导学生观察并小组 讨论图片、场景，利用听 力活动中所给文字线索， 预测他们的语言行为及 内容。发挥小组自主学 习、合作探究的作用。 2.完成听力训练，掌握听 前预测，听关键词，推理 等听力策略。 3. 置学生于语

13、言环境交 际之中，调动学生的参与 热情，在模仿原有对话的 基础上编写新的对话。 Step8. Show time. Get Some groups to show their conversations on health problems and advice. 学生角色扮演营造出真 实的生活情境，为学生创 设宽广的展示空间，不仅 检测了所学知识，而且锻 炼了用英语交际的能力， 在体验中获得成功。 Step9. Summary. 1.To learn new words: neck, stomach, throat, fever, toothache, sore back 2.To talk

14、 about health problems and give advice: A: Whats the matter /trouble with ? Whats wrong with ? B: I have a.He/Shehas a A: What should I /He/She do? B: You /He/She should /shouldnt. 3.Health is happiness. The first wealth is health. 教师引导学生自行归纳 总结本课的收获，小组成 员交流讨论后，由小组 “发言人”结合讨论记录 向班级汇报。 Step10. Homewor

15、k. 1.Remember the words and expressions. 2.Finish the exercises in this period. 学生通过课后练习提高 语言运用能力。 三、 【板书设计】 Unit1Whats the matter? (Section A 1a-2c) foot,neck,stomach,throat fever,cough,toothache,sore back A:Whats the matter / trouble with ? Whats wrong with ? B:I have a. He / She has a A:What shou

16、ld I / He / She do? B:You / He / She should / shouldnt . 四、 【教后反思】 本节课是根据学生的认知规律和心理特征，采用视听教学法、情景教学法、任务型教学法，以教师为主导， 学生为主体，教师的导立足于学生的学，以自主探究和集体讨论的学法为重心，让学生主动参与到知识形 成的思维过程，循序渐进地学习。本课以听说练贯穿始终，力求使学生在积极愉快的气氛中掌握询问健康 问题、表述病痛、给与合理建议的语言结构和交际用语,提高英语综合能力。不足之处是：对学生小组合作 的指导有局限性。我将在今后的教学中更加努力地打造高效课堂、美丽课堂，促进学生不断发展。