八下第二单元第一课时.doc

Unit 1 Whats the matter? Section A 1a-2c教学设计u 学习目标l 语言知识目标：1. 能根据读音规则和音标拼读身体部位和表示疾病的单词。2. 能询问、陈述自己或他人的健康问题，并能针对别人的问题提出解决的办法和建议。正确使用所学目标语言: 21世纪教育网版权所有 Whats the matter? I have a cold. / I. What should I do? You should lie down and rest. 21世纪*教育网3. 能正确使用情态动词should表达建议或劝告；l 语言技能目标:1.听：能听懂老师的问题，在小组讨论的过程中能听懂他人的提问，并给出自己的评价或答案。2.说：能运用所学知识来谈论自己或他人的问题，并能对问题提出解决的方法和建议。3.读：能读懂活动要求从语段中获取相应的有效信息。4.写：能参照范例用简单的句子和短语写出关于身体健康方面的问题及建议，并针对如何保持身体健康写出自己的意见和看法。21教育网l 情感态度目标：通过本节听说课的学习，不仅训练了学生的语言技能，帮助学生进一步巩固和内化本单元所学的语言知识，还让学生互相问候、互相帮助并了解就医的基本文明礼仪。本部分的学习有利于学生学会关心自己和身边朋友的身体健康，帮助他们了解如何保持健康，养成良好的健康生活习惯。21*l 学习策略目标：1. 能利用读音规则和音标拼读词汇，能借助图片等理解词义。2. 能通过小组合作的形式进行探究式学习3. 能通过角色扮演的方式模拟就医和从医的情景，掌握基本语言技巧和文明礼仪。4、能把课堂学习的内容和知识转化为日常生活习惯。l 文化意识目标：通过本节课的学习，通过询问并给出建议的方式，提高学习处理紧急突发情况的能力，通过角色扮演的方式模拟就医和从医的情景，掌握基本语言技巧和文明礼仪，并培养互相关心、互相帮助的人际沟通技巧。用恰当的方式表达自己的看法，增进人际交往中学会关心别人的能力，了解英美国家询问和表达身体不适的习惯,培养世界意识。21cnjycomu 教学过程l Warming-up Task 1: Enjoy a video about a song “If you are happy, clap your hands”. While watching the video, ask students to sing and dance to music: clap your hands, stomp your foot and say “hurry”【设计意图】一开始以边唱边舞的方式使学生做好充分的预热，提高学生参与的积极性。l Lead-in Task 2: Talk about the three parts of our body to show our feelings: hand, foot and mouth. Ask Ss a questions: What other parts do you know of our body? Can you say its name and point it out. 21cnjy Task 3: Let Ss play a game about the different parts of the body which they played when they were really little. One student say the word and the others in their group point it out. When one of them makes a mistake, they will fail the game.【 出处：21教育名师】【设计意图】本环节主要的任务是认读表示身体部位的词汇，通过耳熟能详的游戏“你说我指”进行单词的认读训练，激发学生展示的主动性，实现对词汇的熟练掌握。l Word practice Task 4: show a picture of Wang Junkai, one member of Tfboys, and ask students to say the name of the parts about our body. They have to stand up and say as quickly as they can when they see the parts.21*cnjy*com Task 5: Cover four of the words and ask students to write them down. 【设计意图】本环节主要是落实主要词汇，使用学生喜爱的明星图片并通过快速起立并回答的方式调动学生参与的热情，并对核心词汇进行书面落实。【来源：21cnj*y.co*m】l Target language Task 6: Talk about problems about the body. Interview six students about their problems to lead in the way to talk about have a cold have a toothache have a sore throathave a fever have a stomachache have a sore back-Whats your matter?-I have a cold. / I have Task 8: Make conversations in lines one by one to see which group does a good job. Task 9: Invite Ss to act like they have problems with their health. And the other guesses what is the matter.【设计意图】使用班本素材创设贴近生活的语境，通过“你演我猜”的游戏落实对健康问题的询问方式和问题的表达形式。l Listening practice Task 10: Tell Ss that there are five friends also have problems. Listen to the record and number the picture 1 to 5. And then check the answers Task 11: Listen again and math the problems with the proper advice. And then check the answers Task 12: Sum up the ways to give advice and make conversations.-Whats your matter?-I have a cold. / I have -You should/shouldnt 【设计意图】作为听说课，听力练习是必不可少的环节，在充分考虑学情的基础上，将教材中1b的听力素材舍弃，重点练习2a-2b【版权所有：21教育】l Role play Task 12: complete the conversation and check the answers.A: You look terrible. _? Task 7: Ask Ss to make new conversations with their partners:w-Whats your matter?-I have a cold. / I have Task 8: Make conversations in lines one by one to see which group does a good job. Task 9: Invite Ss to act like they have problems with their health. And the other guesses what is the matter.【设计意图】使用班本素材创设贴近生活的语境，通过“你演我猜”的游戏落实对健康问题的询问方式和问题的表达形式。l Listening practice Task 10: Tell Ss that there are five friends also have problems. Listen to the record and number the picture 1 to 5. And then check the answers Task 11: Listen again and math the problems with the proper advice. And then check the answers Task 12: Sum up the ways to give advice and make conversations.-Whats your matter?-I have a cold. / I have -You should/shouldnt 【设计意图】作为听说课，听力练习是必不可少的环节，在充分考虑学情的基础上，将教材中1b的听力素材舍弃，重点练习2a-2b【版权所有：1教育】l Role play Task 12: complete the conversation and check the answers.Task 13: Ask Ss to work in groups and role play the conversation above to find out who is the best doctor. 【设计意图】作首先将与听力内容相仿的一段医患对话补充完整，既是对听力材料的深入理解，也为接下来的角色扮演提供了范本。在接下来的角色扮演中，学生以小组合作的形式进行分工，该环节对本课时所学的语言知识进行系统的的巩固并应用于语言实践。模拟医生的道具为学生实践语言技能提供了更加真实的语言环境，同时也提高了学生的参与展示的热情。l Writing practice Task 14: Ask Ss to imagine their partners have problems with