初中英语人教版八年级下册教学设计.docx

英语组集体备课比赛一：初中八年级英语二：每组不少于六人三：具体事宜：第一阶段：共案一式五份，完整的活动记录一式一分。集体备课过程性活动光盘一张。第二阶段：上课上报材料 ：完整的个案五份，一节完整的视频课光盘。第三阶段：评选出优秀的教研团队进行经验介绍，优秀课例全区观摩。视频画面清晰，稳定即可，所有上报材料5月10日到5月12日上报四：评分：集体备齐70分：其中，共案20分，活动记录10分，过程视频40分。上课30分。其中个案5分，课堂教学25分共100分。设优秀团队32个，每学科8个。同时优秀课例60节。按3：5：2评出一、二、三等奖。Unit 1 whats the matter? sectionA(1a-2c)教学设计1、设计简述： 本节课的设定以英语课程标准为准则，从学生的已有知识水平出发，并以交际法语言教学为理论依据。语言学习的过程是一种发现语言规则并创造性地活用这些规则的过程，任何人类语言的交际活动都离不开一定的语言环境。著名语言学家布鲁姆指出：“成功的外语课堂教学，应在课内创造更多真实的生活情景，让学生有机会运用自己学到的语言材料”。因此，运用交际法进行英语教学，首先要努力创设真实自然的社会语言情景。不仅要借助手式、动作、表情、实物、图片等手段为学生创设贴近教材内容的直观情景，而且要用语言的声调、节奏、情感等描述创设言语情景。在本堂课的设计中也是充分体现了这点。其次，交际法教学强调“以任务为本，以学生为中心”的语言教学实践，要求根据显示生活中对英语的实际需求，模拟各种生活语境、情境，为学生提供综合运用英语语言，进行交际活动的机会，它注重的不仅是语言在形式、语法上的准确性，更强调语言使用的得体性、可行性，交际的技巧性，以及训练学生在交际活动中的应变及解决问题的能力。因此在本堂课中，为了训练目标语言，我设置了各种不同的任务让学生来操练目标语言，并在课堂的最后让学生扮演医生和病人，模拟看病的过程，让学生在交际的同时，体验生活。通过这个活动，把生活中的交际场合搬进课堂，使课堂变为一种具体的社会交往环境，使教学过程成为教师与学生之间的一个交际过程。这大大地增强了学生的兴趣。交际法教学让学生参与，有时伴有情景或模拟场景，这样让学生更能贴近生活，学生成了主角，自然而然地他们就对英语感兴趣，把学英语当作一种乐趣。2、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，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，了解基本的医学常识，懂得常见病的基本处理方式，并能针对健康问题提出自己的建议。通过教师丰富的肢体语言和绷带的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：Ihaveayoushouldshouldnt八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。学生的发音器官很灵敏，耳朵辨音的能力强，口舌也能灵活准确地模仿各种发音。八年级学生的记忆以具体形象记忆为主，并习惯于机械性记忆初中生理解和分析语言的能力相对来说较弱。在知识积累方面，学生已经掌握了一定的词汇和句型，对语言学习的热情也逐步增加。他们更感兴趣的是如何用英语来表述与现实生活息息相关的话题并寻求合理的解决办法。本课通过表述身体的各种不适和谈论个人健康问题，使学生学会关心自身及他人身体健康并且能提出一些建议，同时让学生了解“ahealthylifestyle”的重要性。但是由于学生年龄和生活经验的限制，在谈论如何给合适的建议时，会遇到一定的困难。因此，在教学过程中，利用图片、肢体语言，给予学生直观的感受，并灵活运用绷带和白大褂等教具，创设真实的情境。除此之外，教师要给学生适时而恰当的鼓励。学生在课堂上的发言，教师都要尽力加以表扬、鼓励，多运用积极的鼓励性语言，如“believeyourself!”,“good”,“welldone!”等。对于学生在口语练习中出现的错误，不必有错就纠，有错必纠，使学生产生“跃跃欲试”的冲动,享受成功的喜悦。3、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。4、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:1. masterthenamesofdiseases:fever,sorethroat,soreback;stomachache,headache,toothache,cold,cough;2. mastertheexpressionsofgivingadvice:liedownandrest,drinkhotteawithhoney,seeadentist,takethismedicine;3.talkabouthealthproblemsbyusing“whatsthematter?Ihavea”andgiveadvicebyusing“youshouldyoushouldnt”本节课的内容是之前学生没有接触过的，因此他们没有一定的知识储备。让他们在45分钟内掌握较多单词的发音及意思有一定的难度。另外，由于八年级学生年龄和生活经验的限制，在谈论如何给合适的建议时，会遇到一定的困难。因此本节课的教学难点设置如下：1.studentsmayfinditdifficulttorememberallthetargetnewwordsintheclass;2.studentsmayfinditdifficulttogiveappropriateadvicetothecertaindiseasebecauseoftheirlimitedlifeexperience.5、教学策略：PPT与传统教学相结合教具6、 教学手段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、Teaching procedure:Step1: WarmingupGreetssbyaskingthem:Howareyoutoday?ThenIlltellssthatImnotfeelingwelltoday(Writethesentenceontheblackboardandguidesstoreadit.)andgetsstoguessthereasonfreely.ifsscantgettheanswer,IlltellthemIdidnthaveagoodsleeplastnight.soIhaveaheadache.(Isaythisbydoingagesture)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.Step3: PairworkPutthebandageonthepartofastudentsbodyandask:“whatsmatter?”andguidehimtousethepattern:imnotfeelingwell.I haveathenasksstoworkinpairsandtalkabouthealthproblemsbyusingthebandagegivenandusingthetargetlanguage:whatsthematter?Imnotfeelingwell.IhaveaStep4: Presentationofexpressionsofgivingadvice1. TellssthatI haveacold/cough,askthem:whatshouldIdo?Ssmaygivedifferentanswers,collecttheiranswersandhelptheSstouse: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.Step5:MakingaconversationShowSsthepictureinsectiona3a,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.Step6:RoleplayingAskSstomakeafour-peoplegroup,oneofthemisadoctor,theotherthreearepatients.Askthesstoroleplaythedialogueabove.Thenaskseveralgroupstoperformbeforetheclassbyusingsometools:bandage,auniform,astethoscope.Askothersstoselectthebestdoctorandthebestpatient.8、作业设计Giveadvicetothefollowingproblemsasmuchaspossible:sorethroat,toothache,headache,cold.Chooseonetomakeadialoguewithyourpartner.驻马店市第十七中学 课题： unit1 whatsthematter?sectionA（1a-2c）学科 英语备课组八年级英语组主备人王琼授课时间2017年 4月25 日教学目标用具体、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。重 点1、 Masterthenamesofdiseases:fever,sorethroat,soreback;stomachache,headache,toothache,cold,cough;3. Mastertheexpressionsofgivingadvice:liedownandrest,drinkhotteawithhoney,seeadentist,takethismedicine;4. Talkabouthealthproblemsbyusing“whatsthematter?Ihavea”andgiveadvicebyusing“youshouldyoushouldnt”难 点1. Studentsmayfinditdifficulttorememberallthetargetnewwordsintheclass;2. Studentsmayfinditdifficulttogiveappropriateadvicetothecertaindiseasebecauseoftheirlimitedlifeexperience.教学方法交际法PPT与传统教学相结合教具教学过程Step1: WarmingupGreetssbyaskingthem:Howareyoutoday?ThenIlltellssthatImnotfeelingwelltoday(writethesentenceontheblackboardandguidesstoreadit.)andgetsstoguessthereasonfreely.ifsscantgettheanswer,IlltellthemthatIdidnthaveagoodsleeplastnight.soIhaveaheadache.(isaythisbydoingagesture)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.Step3: PairworkPutthebandageonthepartofastudentsbodyandask:“whatsmatter?”andguidehimtousethepattern:Imnotfeelingwell.I haveathenasksstoworkinpairsandtalkabouthealthproblemsbyusingthebandagegivenandusingthetargetlanguage:whatsthematter?Imnotfeelingwell.IhaveaStep4: Presentationofexpressionsofgivingadvice1.TellssthatI haveacold/cough,askthem:whatshouldI do?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.Step5:MakingaconversationShowSsthepictureinsectiona3a,askthemtolookatthepicture,andsupposetheyarethedoctor,whattheywillaskthepatient.Collectssanswersandleadinthesentence:whendiditstart?showthesampledialogueandaskSstocompleteitaccordingtothepictureorally.a:whatsthematterwithyou?b:Imnotfeelingwell.Ihavea_.a:whendiditstart?b:Abou