英语人教版八年级下册unit 1 period 1.doc

Unit1 SectionA（1a-2d）教学设计Teaching Objectives 教学目标Language goals 语言目标Key Words and sentencesFor applying: matter, have a cold, stomachache, have a stomachache, foot, neck , stomach, throat, fever, lie, lie down, rest, cough, Xray, toothache, headache, break, take breaks, hurt ,have a headache, see a dentist and get an Xray, take your temperature, take breaks away from, without doing, go to a doctor, put some medicine on it , some hot tea with honey, move my neckSentence Structures1) Whats the matter? P12) Whats the matter with Ben? P13) I have a stomachache. P1Grammar Focus 1) Whats the matter with sb.? (该句式常用来询问身体不适)2) He has a sore back. / He has a cold. /He has a headache/stomachache. (have + a(n)+名词表“身体不适” )Ability goals 能力目标Enable students to talk about health problems with “Whats the matter with sb？”Enable students to give others some right advice according to their problems with the language points. Enable students to choose a healthy lifestyle.Emotional goals 情感目标Encourage Ss to improve the cooperative spirit through pair work and role playing.Encourage Ss to care more about their lifestyles and their family members health.Important and difficult teaching points教学重难点Teaching key pointsTo help Ss master the parts of the body, the names of the illness and the phrases of giving advice.To enable Ss to talk about health problems by using “Whats the matter? I have a” and give advice by using “should”. To help Ss find out the different ways to express the health problems, give appropriate advice and make a clear mind map.Teaching difficult pointsTo learn to talk about health problems by using “Whats the matter? I have a”.To learn to give appropriate advice to the certain health problems.To help Ss find out the different ways to express the health problems ,give appropriate advice and make a clear mind map.学情分析本单元的教学为八年级下期内容，学生已通过一年半的初中英语学习，并已基本适应初中英语学习，具备英语学习的基本技能，初步掌握一些学习策略，只是经过一个月的寒假，尤其是春节期间的不规律生活，玩游戏，看电子产品过多，需要重新进行生活习惯和学习习惯强化与调整。而本单元的中心话题正好是谈论学生身体不适的询问和表达，以及如何给出合理的建议，形成健康，安全的生活习惯。学习内容从学生已知出发，通过让学生自己完成身体不适的表达思维图，从谈论自己或身边人的身体不适出发，引导学生从自己身体部位入手进行教学引入，再扩展到谈论身体不适的不同表达方法，再到后面的给出合理的建议，为后面课型逐步引入本单元的教学活动奠定基础，这样不断扩展知识和能力。Teaching methodsSituational teaching approach情景教学法Selfdirected learning method自主学习法Discussion method 讨论法Teaching aid blackboard and chalk, computer, projector, flashcard, a picture with body partsTeaching procedures 1.Leadingin and warmingup Greet Ss and play a game “his body parts”. T points at the modals parts of body, the other Ss say the names aloud if they can.Ask students to work in pairs, students point at their body parts, their partners say the names. Give the names of body parts on their pictures, exchange the pictures and check the spelling. Read the parts of body together. Make sure every student can pronounce the names correctly. T can give some help if necessary.2.New points input 新知输入Language presentationT:In the spring festival, there was something wrong with our modal, next he will act out the problems he met, ask the modal to act out two health problems, T asks “Whats wrong with him?” Let students say aloud if they can guess. Then T may focus their attention on “Whats the matter with him?”questions. Ask the modal to act out more, let the Ss answer the question: “Whats the matter with him?”. Then T writes the sentence pattern on the Bd:Whats the matter with him?He has a cold/a stomachache.T can elicit Ss to give more different problems in English. If Ss dont know how to express their ideas, T can find a right time to help them. Encourage them to write phrases next to the body parts on their pictures. Activity 1a Individual work first, check in pairs. Write the different parts of body on the picture. Check the answers according to their own picture of body parts and problems. Read the conversations in the picture above 1a, Work in groups, share their ideas about different ways to express the healthy problems. Then invite different spokesmen to talk about their different ways to express the body problems, add short phrases under the right picture. Read the phrases together; try to make Ss understand the Chinese meanings.3. Listening practice 听力训练 Activity 1b Prelistening. Get Ss to look at 1b and the picture on Page 1 and ask some questions to help them make a prediction before listening. T plays the recording for the first time. Whilelistening. Listen for the first time. Check the answers: Nancy _3_ Sarah_1_ David _2_ Ben _5_Judy _4_ Listen again, match the problems with the right reasons on the ppt. check the answers individually. Postlistening Pairwork. Give 5 pictures of the Ss problems, and show the problems with the right reasons on the right, give the Ss 50seconds to prepare at least 3 conversations according to the listening material. Check one line.Activity 2a, 2b 2a and 2b provide listening practice using the target language.Prelistening. Get Ss to look at 2a and the picture on Page 2 and ask some questions to help them make a prediction before listening. Ss can write some phrases about the body problem under each picture. Then call Ss attention to the picture and ask the following questions:What is the matter with him/her? Whilelistening. Listen for the first time, number the pictures. T can give Ss the opportunities to show their answers with a whole sentence. The answers to 2a: 2,4,3,1,5. Then T asks the question: In Picture 1, she has a cough and sore throat, what should she do? Encourage students to give different answers. One group reads the treatments in 2b together, make sure all the students know the meaning. Listen for the second time , ask some Ss to show their answers with a whole sentence. The answers to 2b: 1,d 2,a 3,b 4,c 5,e.Postlistening. Show the 5 pictures on PPT, and give the phrases of treatment on the right, encourage Ss to give some other reasonable treatments . Make conversation with their partners. 4. Oral Output Activity 2d talks about real problems in their daily life. T can guide Ss to understand the whole conversation. T can play the recording for Ss to listen and repeat. Read the conversation in roles between Mandy and Lisa.T can encourage Ss to read the conversation alone and find out the answers to the following questions: Q1: Whats the matter with Lisa? Q2: What did Lisa do on the weekend? Q3: Whats Mandys advice? Q4：How about you? How to keep healthy when you use computers or cellphones? Get Ss to share their answers and check the answers to 13 together, think about how to use their computer s and cellphones, give them 2mins to discuss in groups, share their ideas.Ask Ss to practice several times and ask some pairs to come to the front and act out their own conversations or roleplay the conversation only.4a, fill in the blanks and practice the conversations. Ask Ss to do it within 12minutes, check the answers in pairs. Divide