英语人教版八年级下册Unit1 教学设计
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教学重点、难点
1.能够用What’s the matter/trouble(with… )? What’s wrong (with…)?询问健康问题和用I have a headache/sore throat/cold.等表述病痛，并用You should(not) do…等给与合理建议。
2.掌握听前预测，听关键词，听说话者语气，推理等不同的听力策略。
4.Get Ss to have a discussion about the picturein 2a.
What is happening in each picture?How do you know？
5.Finish activity2a.
Listen and number the pictures [1-5] in the order you hear them.Then check the answers.
What’s wrong with …?
B: I have a... He / She has a …
A: What should I / He / She do?
B: You / He / She should / shouldn't ...
过程与方法目标
1.以学生为中心，开展Guessing game、Pair work、Role play等教学活动。
B: You / He / She should / shouldn't ...
四、【教后反思】
本节课是根据学生的认知规律和心理特征，采用视听教学法、情景教学法、任务型教学法，以教师为主导，学生为主体，教师的导立足于学生的学，以自主探究和集体讨论的学法为重心，让学生主动参与到知识形成的思维过程，循序渐进地学习。本课以听说练贯穿始终，力求使学生在积极愉快的气氛中掌握询问健康问题、表述病痛、给与合理建议的语言结构和交际用语,提高英语综合能力。不足之处是：对学生小组合作的指导有局限性。我将在今后的教学中更加努力地打造高效课堂、美丽课堂，促进学生不断发展。
foot,neck,stomach,throat…
fever,cough,toothache,sore back…
A: What’s thematter / troublewith …?
What’s wrong with …?
B: I have a...
He / She has a …
A: What should I / He / She do?
3.完成1a 任务，检测身体部位词汇教学情况。
Step3.
Brainstorm.
T: Which health problems do you know?
Ss:have a stomachache/sore throat/fever…
Teacher shows the pictures ofhealth problems,then showthe new words and phrases.
人教版八年级下册Unit1 What’s the matter? (Section A 1a-2c)
课题
课时
课型
单位
执教者
Unit1 What’s the matter? (Section A 1a-2c)
Period 1
听说课
苍梧实验中学
韩小娟
一、【教材分析】
学情分析
八年级学生好奇好胜、思维活跃、求知欲表现欲强，经过一年多系统的英语学习已经掌握了一定的词汇、语法等基础知识和基本的听说读写技能，可以通过教师或教材设计的学习活动，自行寻找、搜集和整理学习资源，进行自主学习、合作学习、探究学习。
Step10.
Homework.
1.Remember the words and expressions.
2.Finish the exercises in this period.
学生通过课后练习提高语言运用能力。
三、【板书设计】
Unit1What’s the matter?
(Section A 1a-2c)
Get Some groupstoshow their conversations on health problems and advice.
学生角色扮演营造出真实的生活情境，为学生创设宽广的展示空间，不仅检测了所学知识，而且锻炼了用英语交际的能力，在体验中获得成功。
Step9.
Summary.
1.To learn new words:
neck, stomach, throat, fever, toothache, sore back…
2.To talk about health problems and give advice:
A: What’s thematter /troublewith …?
What’s wrong with …?
1.引导学生观察并小组讨论图片、场景，利用听力活动中所给文字线索，预测他们的语言行为及内容。发挥小组自主学习、合作探究的作用。
2.完成听力训练，掌握听前预测，听关键词，推理等听力策略。
3.置学生于语言环境交际之中，调动学生的参与热情，在模仿原有对话的基础上编写新的对话。
Step8.
Show time.
Today we will learn something abouthealth problems.
The title of this unit is“What’s the matter?”
And the teaching goals are“……”
2.Enjoy a body song.
T:Which body parts are mentioned in the video?
6.Finish activity2b.
Listen again. Match the problems with the advice.
Then check the answers.
7.Finish activity2c.
Makeconversation源自 using the information in 2a and 2b.
T:What’s the matter with Tato?
Ss:He has a toothache/stomachache.
2.The teachershowsdifferent ways to ask health problems.
Show picturesand ask Ss to talk about the health problems.
Look at the picture. Write the correct letter [a-m] for each part of the body.Then check the answers.
1.用图片来教学单词，直观、形象、生动。
2.通过师生互动游戏活跃课堂气氛，进一步巩固身体部位词汇。
B: I have a... He/She has a …
A:What should I /He/She do?
B:You /He/She should /shouldn't...
3.Health is happiness.
The first wealth is health.
教师引导学生自行归纳总结本课的收获，小组成员交流讨论后，由小组“发言人”结合讨论记录向班级汇报。
教学方法
视听教学法、情景教学法、任务型教学法
二、【教学过程】
环节
师生活动
设计意图
Step1.
Lead-in.
1.Greeting.
T：Hi，boys and girls! How are you today.
Ss: Fine, thank you. And you?
T: I’m not feeling well. I have a sore back.
用形象生动的视频和图片来引出本课要掌握的重点句型，有利于学生对新知识的掌握。
Step6.
Pair work.
Get Ss to work in pairs to practice the target language. Have a competition in the four groups.
同桌两两对话的形式操练句型，巩固新句型。用竞赛形式调动学生积极参与课堂。
2.学生能通过对图片、场景的观察和判断，利用听力活动中所给的文字线索，对主题人物身份的判断，进而预测他们的语言行为及内容。
3.学生能通过体验、实践、参与、探究和合作等方式来感悟、发现并总结语言规律，培养语言学习的策略和能力。
情感态度
目标
1.培养学生团队合作和主动竞争的意识。
2.培养学生关心他人身体健康的品质和了解一些养成健康身体的良好习惯。
Students read thewords and phrases after teacher.
通过头脑风暴活动,用思维导图能帮助学生建立词汇与话题之间的语义联系，便于教师把这种词汇学习策略教给学生。
Step4.
Guessing game.
1. The teacher act out the phrases about health problems.
2. TheSs guess the phrases by asking “Do you have a..?”
通过“你来比划我来猜”的游戏使学生在充满趣味性的形式中接受新知识，巩固新知识。
Step5.
Watch and say.
1.The teacherplaysa flash and asksSs to pay attention to the ways to ask and answer Qs abouthealth problems.
Step7.
Listening&Speaking
1.Get Ss to have a discussion about the pictureon page1.
Q1:How many people can you see?
Q2:What are their names?
Q3:What is the matter with them?
Ss: head, shoulder, knee, toe, eye, ear, mouth, nose.
1.通过师生间的问候引出课题，揭示教学目标。
2.播放一段关于body的歌曲，寓教于乐，活跃课堂气氛，为下面引出身体各部位名称的教学做好铺垫。
Step2.
Presentation.
1.Learnnewwords.
Show pictures and lead Ss to say and learn more words about body parts.
2.Look and say.
T: What is this? Ss: head, eye, ear, mouth, nose…
3.Finish activity1a.
教
学
目
标
知识与技能目标
1.学生能在情境中正确使用与身体部位、疾病有关的词汇：
foot, neck, stomach, throat, fever, cough, toothache, sore back…
2.掌握询问健康问题、表述病痛、给与合理建议的语言结构和交际用语：
A: What’s thematter / troublewith …?
2.Finish activity1b.
Listen and look at the picture. Then number the names[1-5].Then check the answers.
3.Finish activity1c.
Look at the picture. What arethe students’problems? Make conversations.
1.能够用What’s the matter/trouble(with… )? What’s wrong (with…)?询问健康问题和用I have a headache/sore throat/cold.等表述病痛，并用You should(not) do…等给与合理建议。
2.掌握听前预测，听关键词，听说话者语气，推理等不同的听力策略。
4.Get Ss to have a discussion about the picturein 2a.
What is happening in each picture?How do you know？
5.Finish activity2a.
Listen and number the pictures [1-5] in the order you hear them.Then check the answers.
What’s wrong with …?
B: I have a... He / She has a …
A: What should I / He / She do?
B: You / He / She should / shouldn't ...
过程与方法目标
1.以学生为中心，开展Guessing game、Pair work、Role play等教学活动。
B: You / He / She should / shouldn't ...
四、【教后反思】
本节课是根据学生的认知规律和心理特征，采用视听教学法、情景教学法、任务型教学法，以教师为主导，学生为主体，教师的导立足于学生的学，以自主探究和集体讨论的学法为重心，让学生主动参与到知识形成的思维过程，循序渐进地学习。本课以听说练贯穿始终，力求使学生在积极愉快的气氛中掌握询问健康问题、表述病痛、给与合理建议的语言结构和交际用语,提高英语综合能力。不足之处是：对学生小组合作的指导有局限性。我将在今后的教学中更加努力地打造高效课堂、美丽课堂，促进学生不断发展。
foot,neck,stomach,throat…
fever,cough,toothache,sore back…
A: What’s thematter / troublewith …?
What’s wrong with …?
B: I have a...
He / She has a …
A: What should I / He / She do?
3.完成1a 任务，检测身体部位词汇教学情况。
Step3.
Brainstorm.
T: Which health problems do you know?
Ss:have a stomachache/sore throat/fever…
Teacher shows the pictures ofhealth problems,then showthe new words and phrases.
人教版八年级下册Unit1 What’s the matter? (Section A 1a-2c)
课题
课时
课型
单位
执教者
Unit1 What’s the matter? (Section A 1a-2c)
Period 1
听说课
苍梧实验中学
韩小娟
一、【教材分析】
学情分析
八年级学生好奇好胜、思维活跃、求知欲表现欲强，经过一年多系统的英语学习已经掌握了一定的词汇、语法等基础知识和基本的听说读写技能，可以通过教师或教材设计的学习活动，自行寻找、搜集和整理学习资源，进行自主学习、合作学习、探究学习。
Step10.
Homework.
1.Remember the words and expressions.
2.Finish the exercises in this period.
学生通过课后练习提高语言运用能力。
三、【板书设计】
Unit1What’s the matter?
(Section A 1a-2c)
Get Some groupstoshow their conversations on health problems and advice.
学生角色扮演营造出真实的生活情境，为学生创设宽广的展示空间，不仅检测了所学知识，而且锻炼了用英语交际的能力，在体验中获得成功。
Step9.
Summary.
1.To learn new words:
neck, stomach, throat, fever, toothache, sore back…
2.To talk about health problems and give advice:
A: What’s thematter /troublewith …?
What’s wrong with …?
1.引导学生观察并小组讨论图片、场景，利用听力活动中所给文字线索，预测他们的语言行为及内容。发挥小组自主学习、合作探究的作用。
2.完成听力训练，掌握听前预测，听关键词，推理等听力策略。
3.置学生于语言环境交际之中，调动学生的参与热情，在模仿原有对话的基础上编写新的对话。
Step8.
Show time.
Today we will learn something abouthealth problems.
The title of this unit is“What’s the matter?”
And the teaching goals are“……”
2.Enjoy a body song.
T:Which body parts are mentioned in the video?
6.Finish activity2b.
Listen again. Match the problems with the advice.
Then check the answers.
7.Finish activity2c.
Makeconversation源自 using the information in 2a and 2b.
T:What’s the matter with Tato?
Ss:He has a toothache/stomachache.
2.The teachershowsdifferent ways to ask health problems.
Show picturesand ask Ss to talk about the health problems.
Look at the picture. Write the correct letter [a-m] for each part of the body.Then check the answers.
1.用图片来教学单词，直观、形象、生动。
2.通过师生互动游戏活跃课堂气氛，进一步巩固身体部位词汇。
B: I have a... He/She has a …
A:What should I /He/She do?
B:You /He/She should /shouldn't...
3.Health is happiness.
The first wealth is health.
教师引导学生自行归纳总结本课的收获，小组成员交流讨论后，由小组“发言人”结合讨论记录向班级汇报。
教学方法
视听教学法、情景教学法、任务型教学法
二、【教学过程】
环节
师生活动
设计意图
Step1.
Lead-in.
1.Greeting.
T：Hi，boys and girls! How are you today.
Ss: Fine, thank you. And you?
T: I’m not feeling well. I have a sore back.
用形象生动的视频和图片来引出本课要掌握的重点句型，有利于学生对新知识的掌握。
Step6.
Pair work.
Get Ss to work in pairs to practice the target language. Have a competition in the four groups.
同桌两两对话的形式操练句型，巩固新句型。用竞赛形式调动学生积极参与课堂。
2.学生能通过对图片、场景的观察和判断，利用听力活动中所给的文字线索，对主题人物身份的判断，进而预测他们的语言行为及内容。
3.学生能通过体验、实践、参与、探究和合作等方式来感悟、发现并总结语言规律，培养语言学习的策略和能力。
情感态度
目标
1.培养学生团队合作和主动竞争的意识。
2.培养学生关心他人身体健康的品质和了解一些养成健康身体的良好习惯。
Students read thewords and phrases after teacher.
通过头脑风暴活动,用思维导图能帮助学生建立词汇与话题之间的语义联系，便于教师把这种词汇学习策略教给学生。
Step4.
Guessing game.
1. The teacher act out the phrases about health problems.
2. TheSs guess the phrases by asking “Do you have a..?”
通过“你来比划我来猜”的游戏使学生在充满趣味性的形式中接受新知识，巩固新知识。
Step5.
Watch and say.
1.The teacherplaysa flash and asksSs to pay attention to the ways to ask and answer Qs abouthealth problems.
Step7.
Listening&Speaking
1.Get Ss to have a discussion about the pictureon page1.
Q1:How many people can you see?
Q2:What are their names?
Q3:What is the matter with them?
Ss: head, shoulder, knee, toe, eye, ear, mouth, nose.
1.通过师生间的问候引出课题，揭示教学目标。
2.播放一段关于body的歌曲，寓教于乐，活跃课堂气氛，为下面引出身体各部位名称的教学做好铺垫。
Step2.
Presentation.
1.Learnnewwords.
Show pictures and lead Ss to say and learn more words about body parts.
2.Look and say.
T: What is this? Ss: head, eye, ear, mouth, nose…
3.Finish activity1a.
教
学
目
标
知识与技能目标
1.学生能在情境中正确使用与身体部位、疾病有关的词汇：
foot, neck, stomach, throat, fever, cough, toothache, sore back…
2.掌握询问健康问题、表述病痛、给与合理建议的语言结构和交际用语：
A: What’s thematter / troublewith …?
2.Finish activity1b.
Listen and look at the picture. Then number the names[1-5].Then check the answers.
3.Finish activity1c.
Look at the picture. What arethe students’problems? Make conversations.