Unit-1-whats-the-matter第一课时教学设计--黎培.doc

八年级（下）Unit1 Whats the matter? Section A 1、教材分析： 本课是一堂口语课,学习对象为八年级生。本课的话题选自八年级（下）Unit 1 Whats the matter? Section A在学习了身体各部分单词的基础上，要求学生学会谈论自己及他人的健康状况，本课的核心语言项目是 “Ask and answer about health”。学会用 “Whats the matter?”来询问他人身体状况。通过教师丰富的肢体语言使用让学生了解本课的教学重点-疾病的表达方式，从视觉上激起了学生的好奇心和求知欲。通过结对练习，游戏和角色扮演等多种任务的训练巩固所学的基础语言材料：I have a You should/shouldnt让学生有更多发挥的空间，创造口语练习2、学情分析： 年级是学习英语的关键时期，这个阶段的学生活泼、好奇心和求知欲望强。比如像本课所涉及的有关健康的话题是他们之前从未接触过的，因此，他们渴望用英语来表达。另外，八年级学生的心理特点反映在学习英语的能力上，他们模仿和记忆的能力特别强。1、教学目标设计： 用具体、明确、可操作的行为语言，描述本课的知识、技能、能力、方法、情感、态度、价值观等方面的教学目标。Objectives: By the end of the session, most students will be better able to acquire the required information.will be achieved by:1. Knowledge Objectives:1) Be able to master the pronunciation, meaning and spelling of the names of diseases: fever, sore throat, sore back; stomachache, headache, toothache, cold, cough;2) Be able to learn the expressions of giving advice: lie down and rest, drink hot tea with honey, see a dentist, takemedicine;3) Be able to talk about health problems by using “Whats the matter? I have a” and give advice by using “You shouldYou shouldnt”2. Ability Objectives:1) Be able to talk about ones health problems and give advice fluently;2) Be able to role play doctor and patient;3. Moral Objectives:1) Improve the cooperative spirit through pair work and role playing2) Care more about yourself and your family members health.5、重点难点设计：由于本节课的话题是谈论健康，根据教学大纲的要求，学生需掌握有关疾病的单词，并能针对疾病提出合理的建议。因此本节课教学重点设置如下:The teaching Focus1. Master the names of diseases: fever, sore throat, sore back; stomachache, headache, toothache, cold, cough2. Master the expressions of giving advice: lie down and rest, drink hot tea with honey, see a dentist, take medicine;3.Talk about health problems by using “Whats the matter? I have a”and give advice by using “You should You shouldnt” The Teaching Difficulties1. Students may find it difficult to remember all the target new words in the class;2. Students may find it difficult to give appropriate advice to the certain disease because of their limited life experience.6、教学策略与手段：1学生的学习准备；2教师的教学准备；3教学环境的设计与布置；4教学用具的设计和准备。7、教学过程：这是教学设计的主体部分。分几个环节具体说明教学活动的安排，包括学生学习活动、教师指导活动、师生交互活动。应采用文字叙述加点评的格式，不要采用表格或流程图的形式。Step1 Warming up Greet Ss by asking them: How are you today? Then Ill tell Ss that Im not feeling well today the sentence on the blackboard and guide Ss to read it.) andSs to guess the reason freely. If Ss cantthe answer, Ill tell them that I didnt have a good sleep last night. So I have a headache. (I sayby doing a gesture) 设计说明：通过师生间的问候，拉近彼此的距离，使学生快速融入英语课堂。要求学生猜测老师身体不适的原因，从而激发学生的背景知识，并为之后的知识输入做好铺垫。Step2: Presentation of words about diseases 1. Show Ss a bandage and tell them there is something wrong in the place where the bandage lies. Then Ss to guess the health problems. When I do an action, ask Ss: “Whats the matter ?” it on the blackboard) For example, when I put the bandage on the stomach, ask Ss: “Whats the matter with me?” Help Ss say: “Im not feeling well. I have a stomachache.” Then teach the other target words: fever, sore throat, toothache, sore back in the following way: Put the bandage on the other part of body and students to ask: Whats the matter? Then other Ss to guess the problem. 2. Use body language to guide Ss to guess another two names of diseases: cold, cough. 3. Show Ss pictures of diseases half hidden, and Ss to guess the names of diseases: fever, sore throat, toothache, sore back, cold, cough.设计说明：老师在课堂上出示医疗用具-绷带，能充分唤起学生的好奇心，使其积极地参与到教学活动中。通过绷带所绑的不同位置和肢体语言，自然地引出有关疾病的单词。这种教学单词的方式简单而且直观，更易被学生接受。八年级学生喜欢猜测的活动，所以，运用半遮图片可以让学生巩固所学的单词。Step3: Pair work Put the bandage on the part of a students body and ask: “Whats matter?” and guide him to use the pattern: Im not feeling well. I have a Then ask Ss to work in pairs and talk about health problems by using the bandage given and using the target language: Whats the matter? Im not feeling well. I have a 设计说明：八年级学生的表演欲望强，所以，在结对活动中，为每一小组提供绷带，这样可以激发学生的参与性，扩大参与面，使更多的学生开口说英语。Step4 Presentation of expressions of giving advice1. Tell Ss that I have a cold/cough, ask them: What should I do? Ss may give different answers, collect their answers and help them to use: You should/shouldnt do Then show some pictures of other diseases mentioned before and ask them to give advice to each problem by using target language: You should/shouldnt do During activity, some phrases will be learned: lie down and rest, drink hot tea with honey, see a dentist, drink lots of water, take some medicine.2. Show Ss two bags. In one bag, there are pieces of paper with problems while in the other one, there are pieces of paper with advice. Have a competition between boys and girls. Take turns to paper. For example, one boy gets one paper with problem, and one girl one paper with advice. The girl should say: Whats the matter with you? The boy should answer the question according to the problem he got by saying: Im not feeling well. I have aIf the girl got the right advice, she should answer it according to her paper: You should If it is not, she should say: You shouldnt, then give the right advice. The one who makes right sentence can one point.设计说明：向学生展现有关疾病的图片，这样不仅可以帮助学生复习新知，而且还可以自然 地引入新的话题针对疾病给建议。然后，通过在男女间开展说疾病给建议的配对游戏，激发学生的参与热情，并巩固句型。同时，使学生增长相关常识，加强健康意识。Step5 Making a conversation Show Ss the picture in Section A 3a, ask them to look at the picture, and suppose they are the doctor, what they will ask the patient. Collect Ss answers and lead in the sentence: When did it start? Show the sample dialogue and ask Ss to complete it according to the picture orally. A: Whats the matter with you?B: Im not feeling well. I have a _.A: When did it start?B: About_ ago.A: Oh, thats too bad. / Im sorry to hear that. You should/shouldnt _ and you should/shouldnt _.B: Yes, I think so. A: _.B: