英语人教版八年级下册Unit 2 what’s the matter .doc

Unit2whatsthematter?I教材分析：本课是一堂口语课,学习对象为八年级生。根据课程标准的四级目标，能引出话题并进行几个回合的交谈，如能和他人结对活动询问身体情况；能在教师的指导下参与角色扮演活动，如能利用教师所提供的医疗用具，根据教师的亲身示范，以及课件上所展示的目标语言四人小组扮演医生和病人。本课的话题选自八年级（上）unit2whatsthematter?sectiona。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，II学情分析：（1）分析学生的学习起点，可能遇到的困难和问题及其依据（2）确定促进学生有效学习，解决困难的思路和策略。III教学目标objectives:bytheendofthesession,moststudentswillbebetterabletoacquiretherequiredinformation.thiswillbeachievedby:1.knowledgeobjectives:1)beabletomasterthepronunciation,meaningandspellingofthenamesofdiseases:fever,sorethroat,soreback;stomachache,headache,toothache,cold,cough;2)beabletolearntheexpressionsofgivingadvice:liedownandrest,drinkhotteawithhoney,seeadentist,takethismedicine;3)beabletotalkabouthealthproblemsbyusing“whatsthematter?ihavea”andgiveadvicebyusing“youshouldyoushouldnt”2.abilityobjectives:1)beabletotalkaboutoneshealthproblemsandgiveadvicefluently;2)beabletoroleplaydoctorandpatient;3.moralobjectives:1)improvethecooperativespiritthroughpairworkandroleplaying2)caremoreaboutyourselfandyourfamilymembershealth.IV、教学重点1.masterthenamesofdiseases:fever,sorethroat,soreback;stomachache,headache,toothache,cold,cough;2.mastertheexpressionsofgivingadvice:liedownandrest,drinkhotteawithhoney,seeadentist,takethismedicine;3.talkabouthealthproblemsbyusing“whatsthematter?ihavea”andgiveadvicebyusing“youshouldyoushouldnt”V.教学难点1.studentsmayfinditdifficulttorememberallthetargetnewwordsintheclass;2.studentsmayfinditdifficulttogiveappropriateadvicetothecertaindiseasebecauseoftheirlimitedlifeexperience.VI、教学过程：step1warmingupgreetssbyaskingthem:howareyoutoday?thenilltellssthatimnotfeelingwelltoday(writethesentenceontheblackboardandguidesstoreadit.)andgetsstoguessthereasonfreely.ifsscantgettheanswer,illtellthemthatididnthaveagoodsleeplastnight.soihaveaheadache.(isaythisbydoingagesture)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:presentationofwordsaboutdiseases1.showssabandageandtellthemthereissomethingwrongintheplacewherethebandagelies.thengetsstoguessthehealthproblems.whenidoanaction,askss:“whatsthematter?”(writeitontheblackboard)forexample,wheniputthebandageonthestomach,askss:“whatsthematterwithme?”helpsssay:“imnotfeelingwell.ihaveastomachache.”thenteachtheothertargetwords:fever,sorethroat,toothache,sorebackinthefollowingway:putthebandageontheotherpartofbodyandgetstudentstoask:whatsthematter?thengetothersstoguesstheproblem.2.usebodylanguagetoguidesstoguessanothertwonamesofdiseases:cold,cough.3.showsspicturesofdiseaseshalfhidden,andgetsstoguessthenamesofdiseases:fever,sorethroat,toothache,soreback,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:pairworkputthebandageonthepartofastudentsbodyandask:“whatsmatter?”andguidehimtousethepattern:imnotfeelingwell.ihaveathenasksstoworkinpairsandtalkabouthealthproblemsbyusingthebandagegivenandusingthetargetlanguage:whatsthematter?imnotfeelingwell.ihavea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。step4presentationofexpressionsofgivingadvice1.tellssthatihaveacold/cough,askthem:whatshouldido?ssmaygivedifferentanswers,collecttheiranswersandhelpthemtouse:youshould/shouldntdothenshowsomepicturesofotherdiseasesmentionedbeforeandaskthemtogiveadvicetoeachproblembyusingtargetlanguage:youshould/shouldntdoduringthisactivity,somephraseswillbelearned:liedownandrest,drinkhotteawithhoney,seeadentist,drinklotsofwater,takesomemedicine.2.showsstwobags.inonebag,therearepiecesofpaperwithproblemswhileintheotherone,therearepiecesofpaperwithadvice.haveacompetitionbetweenboysandgirls.taketurnstogetpaper.forexample,oneboygetsonepaperwithproblem,andonegirlgetonepaperwithadvice.thegirlshouldsay:whatsthematterwithyou?theboyshouldanswerthequestionaccordingtotheproblemhegotbysaying:imnotfeelingwell.ihaveaifthegirlgottherightadvice,sheshouldansweritaccordingtoherpaper:youshouldifitisnot,sheshouldsay:youshouldnt,thengivetherightadvice.theonewhomakesrightsentencecangetonepoint.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。step5makingaconversationshowssthepictureinsectiona3a,askthemtolookatthepicture,andsupposetheyarethedoctor,whattheywillaskthepatient.collectssanswersandleadinthesentence:whendiditstart?showthesampledialogueandasksstocompleteitaccordingtothepictureorally.a:whatsthematterwithyou?b:imnotfeelingwell.ihavea_.a:whendiditstart?b:about_ago.a:oh,thatstoobad./imsorrytohearthat.youshould/shouldnt_andyoushould/shouldnt_.b:yes,ithinkso.a:_.b:thankyou,doctor.设计说明：通过教材中的图片复习目标语言。另外，通过让学生自由讨论，扩充医生与病人的对话，这样使英语对话更加完整，更加贴近实际，也为下一步骤的角色扮演活动降低了难点，做了充分的铺垫，使学生感到有话可说。step6roleplayingasksstomakeafour-peoplegroup,oneofthemisadoctor,theotherthreearepatients.askthesstoroleplaythedialogueabove.thenaskseveralgroupstoperformbeforetheclassbyusingsometools:bandage,auniform,astethoscope.askothersstoselectthebestdoctorandthebestpatient.设计说明：这一活动是对目标语言的进一步运用。通过医生和病人的角色扮演，营造出真实的情境，这样可以有效的提高学生对英语口语表达的兴趣。另外，这也是老师对学生本节课所学知识的一种检测。8、作业设计giveadvicetothefollowingproblemsasmuchaspossible:sorethroat,toothache,headache,cold.chooseonetomakeadialoguewithyourpart