2017八下Unit1教学设计.doc

我的高效课堂教学设计课题：Unit 1 Whats the matter?（八年级下） 科目英语教学对象八年级学生课时1提供者杜兆国单位山西忻州市偏关县水泉乡联合学校一、教学目标知识与技能：1Master the important phrases and expressions in part 2 in page12.2. Make a revision of all the key words and sentences in Unit 2.3. Know these important words: ill, tired, hot, cold, thirsty, hungry过程与方法： 1. Task-based speaking and writing skills.2. Self-study method and make a grammar tree.情感态度与价值观：1. Have students be interested in reading.2. Ss should learn to keep fit.二、教学内容分析在日常交际时表达对他人的关心，用Whatsthematter? 来询问其身体状况，以及根据不同的情况给予适当的建议和帮助，从而营造一种和谐、友好的生活环境。当前网络热议“扶不扶”等话题，我们该如何引导学生正确认识之。当面对他人处于困境时该如何施救，这些都在拷问着每个人的良知。最终使学生树立健全的人生观价值观。同时通过小组合作和制作知识树等方式，让学生更友好的与他人交流，使学生的思维和想像力、审美情趣和艺术感受，协作和创新精神等综合素质得到发展。三、学情分析我所面对的是较边远山区的十几名学生，环境和城市孩子相比是有些差，他们接触不到很多的语言环境，唯一途径就是多媒体涉及的点点滴滴，但是这从来没有掩盖他们求知的热情。我的学生在小学就学过一些简单的询问他人身体状况的表达：-Howare you?/Andyou? -Im fine./Fine./Notbad./Notsogood./Imbad.等。这节课就是要在此基础上进行拓展延伸并系统化。期间我们可以通过设置情景剧、话剧等让学生当导演、演员，假设情境于医院卫生所等，询问病情，提出建议等。四、教学策略选择与设计本课以实现整体语言实践操作为主要设计理念。新课程标准提出，“基础教育课程应该全力追求的价值是促进学生和社会的发展。为此，要积极利用并开发各种课程资源，除了知识、技能之外，人类创造的所有的物质文明、精神文明，以及自然存在物都可以是构成课程的素材”。这就要求我们充分考虑语言学习的认知规律，利用手边一切可利用的教学资源。满足学生的兴趣、爱好，培养和发展学生的个性。实现课程的“连续性”，使课程内容在循环中加深、拓展，并不断得到强化、巩固；继而实现“顺序性”，使其前后相互连贯。让学生在真实语境中有目的地实践语言和运用语言，做到有的放矢，学有所用，提升学生的综合语言能力。本节课我主要采用情境教学法和实用性教学法来实现整体语言操作演练。首先通过一个学生自导自演的情景剧来展示语言目标，让学生整体感知语言环境，学习新句式。然后让更多学生参与进来，对语言进一步操练和交际，并将情感教育渗透其中。最后还有所拓展延伸：1：请学生总结表现关心体贴的口语表达。2：绘制本节课的知识树。3：丰富自导自演的情景剧，使其更加生动。五、教学重点及难点教学重点：1. 会说、会读，会用新单词matter ,hot、 cold、 ill、 tired、hungry、 thirsty. 2能够实际运用目标语言 -Whats the matter？-Im/ I have a-I think you can-Thank you. 3能用贴切的实用短语haveatoothache,haveaheadache, have a fever, have a cold等。 4了解构词法ache的用法，并举例说出更多的词汇，如：earache,armache,stomachache等，让学生拓展词汇量。教学难点： 1能听得懂、会说、会读、会拼写单词hot、cold、 ill、 tired、hungry、thirsty. 2单词tired的读音要到位。3. 听得懂、会说、会读和会写句子-Whats the matter？-Im /I have a -I think you can-Thank you. 4能用贴切的形容词表述自己的感觉，会简单的向医生描述自己的病情。六、教学过程教师活动学生活动设计意图Step 1 Lead-inLook around the students and find out whether someone is absent. If there is anyone not here, we can ask “Whats the matter?” Perhaps he or she is sick. Others may answer me “He or She has a headache.” Thats exactly what I want.Then I greetothers by asking them “How are you today?” Some SS will answer me with the target language. The warming up is finished.Thenshow SS the PPT on thescreen and ask SS to look at the picture. Its a cartoon man. SS are supposed to speak out the body organs of him. Check the answers. Writethesentences and the words on the blackboard and read them together. One of them answer me” He is sick”.Several students answer me by the target languages.Speak out the organs of a picture.Read thesentences and the words together.借助本班有无因病请假的同学一事可引出目标语言。若无更好，我们可以直接观看PPT，若有则通过我与学生的对话展示目标语言。展示PPT里面的图片，让学生说出部分人体器官，以便了解构词法（合成词）。得到目标语言。Step 2 Presentationofwords and target languages ShowSsapicture onthescreenwhichtheteachercanmovebyusingthemouseandtellthemto find out the proper words to describe the persons matter. Of course the person is obviously sick. ThenSsare supposed to make sentences like these,1 The man has a cold.2 Amy has a headache.3 His mother has a fever. When we practice these sentences, I will ask them “Whats the matter with ?” We can practice the target languages by this method. Then we practice the target languages over and over again in order to recite them. The pictures moving on, we can get more and more expressions to describe someones healthy problems. Show the PPT, and ask SS to describe the persons matters.Make sentences by themselves whit the target languages.Write down more sentences and try to recite them.继续展示PPT，则出现各种患病的表情，得出对部分病症的新单词。使用目标语言，多加操作演练，争取熟记于心，不假思索就可说出。Step 3Makingtheir own conversationsDivide SS into several groups and each one should make a conversation just like the one in books. Then they can show their jobs in front of the class. The dialogues may be like thisA:How are you today?B: I feel fairly bad. I cough terribly.A: Whatsthematterwithyou?B:Ihavea_.A:How long have you been like this?B:About_.A:Oh,thatstoobad./Imsorrytohearthat.Youshould/shouldnt_andyoushould/shouldnt_. OR: Youd better .I think you have to see the doctor.B:Yes,Ithinkso.Thank you a lot. Could you go with me?It will be very nice of you.A:_.Ask SS to make dialogues like the one in the book.Show their jobs in front of the class, and others will evaluate them.让学生分组演示或丰富课本对话，并在前面展示。期间就可看出他们对目标语言的掌握程度。若有基础较好者可以将对话加以丰富，加入自己的语言，则多加鼓励。Step4RoleplayAskSstomakeasitcom. Imagine that one of the students is getting a cold or a fever, and we have to take him to the doctors. And oneofthemisadoctor.AsktheSstoroleplaya dialogueafter the one above.Finally we can perform it in front if we have enough time.Step5 Homework Ask SS to finish the homework in the exercise books, and then check the answers.The students perform their sitcoms.We do homework together.让学生演示自导自演的小剧，考察他们对目标语言的熟练程度。做作业继续巩固所学。七、教学评价设计 让学生绘制本单元的知识树，分门别类的对知识加以归类总结。我会做一份难度有梯次的考核题目，对学生本节课所学知识加以考查。基础好者全做，中者酌情做拓展题，稍差者做基础题。通过反馈我就可以查漏补缺，整体掌握学生对本节课知识的掌握程度。八、板书设计 Unit2Whatsthematter?-Whatsthematter? -Imfeelingreally bad.-Ihaveafever/stomachache/headache/cold-Youshould/shouldntdoOR Youd better see a doctor(拓展).合成词toothtoothache headheadache（其他见PPT附件）教学反思教学过程中我注重利用课堂资源，创设情境，激发学生兴趣。在新授环节中，我利用情境教学、多媒体教学、小情景剧法等多种教法相结合，将原本枯燥单调的单词用对应图片生动的呈现出来，让学生亲身参与，这样不仅很好的吸引了学生的注意力，激发了他们学习英语的热情，而且使其处在轻松愉快的氛围中学习，从而提高他们的学习效率。 我