unit 2 what’s the matter 教学设计案例分析
八年级英语上册 Unit 2What’s the matter示范教案4 人教新目标版
1.Read aloud the text to the tape together and try to cut the sentence into thought groups.
2.
Tell each other the healthy lifestyles of their own.
IV.Self check
1 Filling in the blanks
2 Writing back to give advice
Imagine that you and Sally are on a student exchange program. Read herletter.While reading also remember to cut/ the sentence into thought groups, study all the predicates, circle all the linking words andunderlineall the expressions. That’s grammar study, too
They think of some sentences.
Do you have a cold? If you have a cold, youshould see the doctorfirst. Youshould drink more water. Youshould also eat more fruit and vegetable. Youshould sleep early and do exercise every day.
填空，操练所学词汇。
写作练习，培养学生仿写的能力。
作业
八年级英语上册Unit 2 What is the matter？教案及教学反思
八年级英语上册Unit 2 What is the matter?教案及教学反思Period One(Section A：la-lc)一、Teaching aims：1.Knowledge aims：1)Key words： head , ear, eye, mouth, nose, throat , neck, back, hand, arm, leg, tooth-teeth, foot-feet , matter, have a cold, stomachache, , backache, headache, toothache2)Sentence patterns：What' s the matter?! have a stomach. /I have a sore back.2.A bility aims：Learn how to talk about healthy problem.3.E motion aims：Let the Ss know keeping healthy is important二、Important difficult points：Learn how to talk about health, use have to talk abouthealthy problems.三、Teaching aids： recorder, a doll for teaching the namesof the body四、Teaching designTeaching steps：Step 1 Warming-upSing an English song： If you' re happy andyou know it, clap your hands.Step 2 Word studyT： Are you happy?S： Yes, we are. T： When we' re happy, we can clap our hands and stamp our feet. Hands and feet are parts of our body, do you know other parts of our body in English?1.Teach the parts of the body one by one by touching it. While teaching one, let them touch or show it.2.Present a picture of a baby and Yao Ming, let the Ss say the parts of the body.3.Work on Section A laPlay a game： Touch the parts of your bodyLet the whole class touch the parts of their body when teacher say： Touch your…2) Ask eight Ss to come to the front and do as the teacher tells them： Touch your…if one does wrong, let him or her go back, the last one who in the front is the winner. Step 3 Presentation and practiseT： Are you happy? Ss： Yes, we are.T： When there' s something wrong with your body, are youstillhappy?Ss： No.T： Look at the picture, is he happy?Ss： No, he isn' t.T： Why?(Help the Ss to answer： He has astomachache.)Present other pictures, talk about health problems of the persons in the pictures.What' s the matter? He/She has a headache/ toothache /a sore back/ a sore throat/a cold and a cough.1.Let the Ss practice in pairsT： Suppose there is something wrong with your body, please use gestures to show it . You may say： I have a headache. I have a sore throat.Make a model dialogue with two Ss.T： What' s the matter?S： I have a headache.T： Oh, that' s too bad. I' m sorry to hear that.Let the Ss practice in pairs.Step 4 ChantHead, head, I have a headache. I have a headache,Stomach, stomach, I have a stomachache. I have a stomachache, Ear, ear, I have an earache. I have an earache, Tooth,tooth,I have a toothache. I have a toothache.Back, back, I have a sore back. I have a sore back, Throat, throat, I have a sore throat. I have a sore throat.Oh, dear! Do more exercise, please and keep healthy!Step 5 listen and sayWork on Section A lb, listen and number the names 1-5.Talk about the health problems of the persons in the picture. Eg：Nancy has a toothache, Sarah has a cold, •••Step6 Homework：1.Listen to the tape of lb and repeat.2.Copy the new words in Periodl.。
Unit2_what’s_the_matter教学设计[1]
![Unit2_what’s_the_matter教学设计[1]](https://img.taocdn.com/s3/m/cb584d7e8e9951e79b892736.png)
Unit2 what’s the matter?教学设计I.Theaching contentSectionB 3a-4II. The Analysis of Teaching materialsThe topic of unit2 is “Health” and “Give advice”. Ask students to use should\ shouldn‟t to talk about the topic in Sectiong B(3a-4) belongs to reading and writing lessons. It trains students‟ reading and writing ability.III. The Analysis of StudentsStudents in No.5 Middle school may be better than those in Shao Gang Middle school. IV. Teaching Aims and Demands1. knowledge objectsKey words and phrasesa healthy life style, traditional Chinese Doctor Chinese way, a balance of yin and yang, Dang shen and Huangqi herbs, be good for, be stressed out, too much, too m any, Chinese medicine, in Western countrise, It‟s easy to do…, It‟s important to do…, It‟s+adj.+(for sb.)+to +v, a balanceed diet, a few, for example, belive that+, weak and tired, angry everybody, get, important, stay healthyStructures:It‟s+adj.+(for sb.)+to +v2. Ability Objects1) Improve students‟ reading skills2) Dev elop students‟ writing skills.3) Communicative competence3. Moral objectsStaying healthy is important in our life.Great Chinese culture.V.Teaching key pointsKey words, phrasesReading for detailsWriting practice, how to solve our problems, such as having cold and being tired and so on. Topic sentencesVI. Teaching DifficultiesWritingUsage of some of phrases and structuresGroup work of two or fourVII.Teaching MethodsReading and writing methodsCommunicative approachGroup workVIII.Teaching AidsA projector , Computer, Screen,IX. Teaching stepsStep1.Lead-inShow a movie about “Tai Ji” or play Taiji myself ,play music about Taiji show a pictrue of yin and yang.T:What am I doing?S1:You are playing TaijiOthers: play GongfuT: Do you know about Zhang Sanfeng?S: YesT: What does Taiji depend on?S: A balance of “Yin and Yang”T:Playing Taiji and exercise can keep our balance of “ Yin and Yang”.What other way of being healthy?S: Eating healthy foods. (medicine herbs)T:Look at in Sec tion B of Unit2, show topic, …A healthy lifestyle, the Chinese way‟[Attract students‟ attation , stimulate their interest.]Step2.3a1.Read the text after me.2.Read the text quickly, answer the questionsIn tranditional Chinese culture1) If we are weak and tired, may be we have too much___. We shouldeat_________herbs.2) If we are too stressed out and angry, what‟s the matter whit us? What should we do? We have too much Yang, we should eat more Yin foods like tofu.[Improve students‟ fast readin g skill.]3.Read again, pronunce the underlined words, guess or look up word lists to find out the meaningsa healthy lifestyle , the Chinese waytraditional Chinese doctors believe that ---a balance of yin and yangbe weak and tired, get stressed out and angryDangshen and Huangqi herbsChinese medicine , in western countriestoo much yang , too many studentsIt‟s important to eat a balanced dietIt‟s adj. (for sb) to do sth.Students make mistakes, teacher gives help[Develope students‟ individau l learning competence]4.Read text again, pay attention to key phrases and words, find out the topic sentences. Step3.3b1).T: If I‟m tired ,what should I do? What shouldn‟t I do?S1: You should lie down and rest.S2: You should eat hot foods, like beef.S3:You should eat Dangshen and Huangqi herbs.S4: You should eat Mutton, chicken….S5:You should eat exercise.S6:You should eat fruit and other healthy foods.S7:You shouldn‟t go out at night.S8:You shouldn‟t study/ work.show should+v. shouldn‟t+v.T: Are you tired” is a title, write article. How do we write the first and last sentences. [Enlighten students‟ mind , train listening skill, lead students‟ to write]2).Now show some advice on screen,fill in blanks in 3b .3).Show worksAsk students read their works one by oneWhen students make mitakes teacher corrects.( Put their work on projector students correct and read together)Step4.3cT: Yesterday I was tired, thank you give me some advice. Now I have a cold, what should / shouldn‟t I do.1）after students think over a few minites, teacher ask them to discuss with a group of four, one student writes, others give advice,[Improve coorperative ability]2). One of you speak to class about your ideas.3).write article them selvesTwo of them write on blackbord, others check it.Outline should be given( show on screen)Do you have a cold?Everybody has a cold sometimes. When you have a cold, you should________________________________________________________________________ ___________________________________________---.You shouldn‟t_____________________________________________---.[teacher walks around and give help if necessary, train ss‟writing skills]Step5. Sum up.Everybody get angry som etimes. When you are angry, maybe you have too many yang. You should eat more yin foods. You shouldn‟t eat more hot yang foods. You should listening to quiet music. You should play Taiji to stay health. You should also eat a little apples. It‟s easy to have a healthy lifestyle, and it‟s important f or you to have a balanced diet.1) correct mistakes2) find out structure“ it‟s adj. to do sth”3) find out topic sentences[sum up key words ,phrases and key structures]Step6.HomeworkIf you are a doctor , Mary is stressed out , how should she do ?Give her advice and write an articleStep7 Blackboard designUnit2 what‟s the matter?too much yang , too many studentsIt‟s important to eat a balanced dietIt‟s adj. (for sb) to do sth.Do you have a cold?Everybody has a cold sometimes. When you have a cold, you should________________________________________________________________________ ___________________________________________---.You shouldn‟t_____________________________________________---.Unit 2 What's the matter? 第四课时教学设计东北师大附中明珠学校王彦蓉。
Module4Unit2What’sthematterwithDaming(教学设计)英语五年级上册
小学英语（外研版）___5___年级上册教学设计本单元是外研社新标准小学英语（三年级起点）五年级上册第四模块第二单元。
本单元的重点内容是关心他人，询问他人情况，并根据别人的询问叙述自己的情况。
通过本模块第一单元的学习学生们已经掌握了一般过去时的各种用法，并且通过第一单元课文中的对话中了解到可以用What’s the matter?询问他人情况，为本单元重点句型What’s the matter?以及其答语做了铺垫。
学生们只需要区分好想要表达的事情发生的时间，根据不同情况选择不同的时态来回答问题就可以了。
二、学情分析通过本模块第一单元的学习和以往对一般过去时态的掌握，学生们基本上能准确地描述自己物品的外观、丢失的时间等。
所以本单元内容对学生们来说比较容易掌握，只需要反复操练就能让学生们熟练掌握了。
三、教学目标知识与技能目标：语法：全体学生能运用What’s the matter with Daming? 询问他人情况，并对别人的问题给出相对的回答。
词汇：全体学生能理解matter,took,sports,wear.全体学生能运用sports部分学生能运用hey语音：体会“cake”与“plane”中“a”的发音，“bike”与“rice”中“i”的发音，“boy”中“oy”与“point”中“oi”的发音,“nose”中“o”与“boat”中“oa”的发音。
引导学生回想已学单词中与上面列举的单词具有相同发音字母的单词。
能力目标：听：全体学生能听懂What’s the matter with Daming?说：全体学生会说What’s the matter with Daming?读：能认读单词和句子sports, What’s the matter?写：能书写What’s the matter with Daming?情感目标：关心询问他人的情况，感受中外语言表达方式的不同。
教学重点、难点：What’s the matter with Daming?及其答语。
Unit2What’sthematter？教案教学设计（新课标版英语八年级）
Unit2What’sthematter？教案教学设计（新课标版英语八年级）Unit 2 What’s the matter？Section A一、教师寄语Reading is to the mind what exercise is to the body. 读书养心，锻炼健身。
二、学习目标知识目标：Words: matter; have; cold; stomachache; sore; back; arm; ear; eye; foot; hand; head; leg; mouth; neck; nose; stomach; tooth; throat; toothache; fever; rest; honey; dentist; should; headache; shouldn’tPhrases: have a cold have a sore throat have a fever see a dentistSentences:1. What’s the matter? I have a cold.2. I have a headache/stomachache/toothache/sore back/sore throat.3. You should go to bed/drink some water.能力目标: Enable the students to talk about health problems and give advice with the language points.情感目标: Help the students learn how to talk about health problems and give advice on that with the language points.三、教学重、难点Talk about your health.and give advice.四、学习过程1预习导学或自测Ⅰ.Students look at the pictures on the blackboard and learnthe new words about the parts of the body.1. b______2. n_____3. he_____4. ha_____5. ea_____6. ey_____7. f______ 8. m_____ 9. ne_____10. a______ 11. s_______ 12. l_____2．自主学习1.看医生/牙医2.感冒3.患牙痛4.患头痛5.发烧6.躺下休息7.喝大量水 8.喝热蜂蜜茶9.有压力 10.保持健康3．合作探究 .完成表格后对话。
初中英语Unit2.What’sthematter优秀教学设计
初中英语Unit2.What’sthematter优秀教学设计初中英语Unit 2 .What’s the matter优秀教学设计Unit 2 .What’s the matter长安中学吴娟Section ATeaching objectives:Knowledge aim: New words: Head, nose, eye, ear, mouth, tooth, neck, stomach, back, leg, arm, hand, foot; Tired, hungry, thirsty, stressed out; A cold, headache, backache, toothache, stomachache, sore throat, dentistAbility aims: Get the students to listen the tapes and the questions; to help the students to make conversations using what we have learnt;Train their reading skills: to learn to read the words and the sentences in this lesson; to enable the students to write the new words and sentences.Emotional aim: Learning to express one’s opinion, thro ugh these training, to help the students to appreciate the habit of greeting in the English countries.Teaching focus: Help the students to learn the new words: Head, nose, eye, ear, mouth, tooth, and so on; learn to give advice and make suggestions. Talk about health.Teaching difficulties: How to give advices and make suggestions.Teaching aids: the multi-media; the blackboard; the cardsTeaching procedure:Step 1 GreetingStep2. Lead-in“Today we’re going to talk about the matters. Let’s learnUnit 2 Wha t’s the matter?”At the same time, I will write the topic on the blackboard.Step 3 New words(Now let’s look at the picture. This is a body. We’re going to learn the part of the body.)(1).Ask the students:How many parts of the body can you name? Help the students to answer by pointing to the head, the hand, the leg and the foot. Then write the words on the blackboard and read them loudly.(2). Point and say the names of any body parts students don’t know and write the words on the blackboard .Teach them to read the words.(3). Ask the students to look at the pictures of the students numbered 1 through Several body parts are marked with the letters a –m. Write the correct letter after the name of each body part on the list.(4). Play a GameGet the students to play the game in four groups. The students should point out what I said, or they will be failed. The winner can get a red star.If your group get the most stars, your will be the winner.Step4. Learn the illness(1).Give the students an example:Hold the head and say: I have a headache.Then hold the stomach and say: I have a stomachache.Get the students to repeat and explain the meanings of the words and sentences.(2). Point to one of the people in the picture and ask: What’s the matter? Then answer: He has a stomachache. Get the students repeat. Then ask the other people and learn the illnesssuch as: have a cold/fever, have a stomachache/toothache, havea sore back、sore throat, and so on .(3).Ask the students to ask and answer the people in the pic ture using the sentences: What’s the matter? I have a ……Step5.Groupwork(1). Get the class to read the eight items in groups and try to understand the phrases.(2). Give them an example:I have a fever. I should drink lots of water.He has a sore throat. He should drink some hot tea with honey.(3). Ask the class to discuss and fill in blanks in 2b.Then get them to read the sentences in groups.(4). One student mimes an illness. The other students ask the illness and give advice like this:S: holds his hea d. The other students ask him: What’s the matter?S: I have a headache.Ss: You should go to see a doctor.(5). Get the students to read the conversation in 3a and fill in the blanks. Then read the passage in groups or in pairs. Then ask the class to make a similar conversation and role play it in front of the class.Step 6.ConclutionAsk some students to list what’s we have learnt in this class, then I will give the final conclution.Step7. Homework1. Practice the conversation from 3a , then make a dialogue with your partner .2. And preview the next part.Blackboard design:Unit 2 .What’s the matter?①A: What’s the matter?B: I have a cold/ a stomachache/ backache…A: You should see a doctor./ have a rest/ take some medicine…② A: What’s the matter?B: She/He has a cold/ sore throat /stomachache…A: She/He should see a doctor/ have a rest/ take some medicine…。
初中英语《Unit2 What's the matter》主题单元教学设计以及思维导图
Unit2 What’s the matter多媒体，录音机投影仪学习活动设计（说明：为达到本专题的学习目标，从学生的角度设计学生应参与的学习活动。
如本专题由几个课时组成，则应分课时描述每个课时的学习活动设计。
请以活动1、活动2、活动3等的形式，提纲挈领地描述每个课时包含哪些学习活动以及每个活动的主要步骤。
注意，在这些学习活动中应通过对所设计的本专题的问题的探究完成学习任务）Teaching procedures:Step 1 Leading in1. T: How many parts of the body can you name ?What’s this ? (head , mouth etc.) （多媒体呈现人体不同部位的图片）Today we’ll learn some parts of the body .设计意图：利用多媒体复习小学阶段所学的人体部位单词，并学习新单词，2. This is my head. Oh ,I have a headache .设计意图：通过肢体语言帮助学生理解单词意思，并利用head--headache,通过归类比较学习stomach —stomachache3. Ask the students to ask and answer the people in the picture using the sentences:What’s the matter? I havea ……Step 2 Pre-task1. Read the new words by the Ss first .2. Have the Ss make the conversation"A:What's the matter?B: Ihave ......".设计意图：学生边做动作边练习对话，使学生活学活用，同时体现词不离句的原则。
Step 3 While-taskSB Page 7, 1b .Listen and check the answers .SB Page 7,1c&2c .Work in pairs and act out .设计意图：整合文本1c&2c两部分，为2a & 2b听力做铺垫。
Unit 2 What's the matter,Mike A Let's learn教学设计-丘惠萍
整体语言教学，提升学生语言能力
—《Unit 2 What’s the matter, Mike? A Let’s learn》单词新授课教学设计
义务教育课程标准试验教科书
（英语学科六年级下册）
广东省东莞市大岭山镇中心小学丘惠萍
Aunt Bear has to make the cake by herself.
Zoom, Zip and Monkey play happily outside.
When they walk back home, they are hungry and tired. Aunt Bear says to them:
Zoom, Zip and Monkey feel their faces go red. They’re very embarrassed.
S2 guesses and answers: _________. (have a headache,在百度图片中搜索相关图片，
( PPT呈现学生学校附近的大岭山医院的图片
T: Look, this is Dalingshan hospital. Summer is coming, but many people are sick. What 学生四人一组，一人扮演医生，其他三人扮演病人，进行对话表演。
任务中：
（我是一名实习小医生）学生小组合作，开一张处方。
任务后：
Report: 学生根据刚才小组合作对话并记录下的处方做一个汇报。
教学资源运用：在百度图片中搜索相关图片，在课堂中展示以创造情境并提供语言支架，便学生讨论。
教学效果评价设计。
小学英语PEP人教版六年级下册《Unit2What'sthematterMike》版说课稿
小学英语PEP人教版六年级下册《Unit2 What’s the matter Mike》版说课稿一. 教材分析PEP人教版六年级下册《Unit2 What’s the matter Mike》是一个以询问和描述身体状况为主题的教学单元。
通过本单元的学习，学生能够掌握询问他人身体状况的交际用语，并能用英语简单描述自己的身体状况和感受。
教材通过丰富的情境和真实的语言环境，培养了学生的语言运用能力和交际能力。
二. 学情分析六年级的学生已经掌握了基本的英语语法和词汇，具备一定的听、说、读、写能力。
但在实际运用中，部分学生对描述身体状况的词汇和表达方式还不够熟悉，需要在教学中加以引导和训练。
此外，学生的学习兴趣和积极性对英语学习效果有较大影响，因此在教学过程中需要注重激发学生的学习兴趣和参与度。
三. 说教学目标1.知识目标：学生能够掌握询问和描述身体状况的交际用语，如“What’s the matter?”、“I have a headache.”等。
2.能力目标：学生能够用英语询问他人身体状况，并能简单描述自己的身体状况和感受。
3.情感目标：学生能够积极参与课堂活动，提高学习英语的兴趣和自信心。
四. 说教学重难点1.重点：询问和描述身体状况的交际用语。
2.难点：正确运用动词短语描述身体状况，如“have a headache”、“feelsick”等。
五. 说教学方法与手段1.情境教学法：通过设置真实的生活情境，让学生在实际语境中学习和运用语言。
2.任务型教学法：引导学生参与各种小组活动，提高学生的合作能力和语言运用能力。
3.直观教学法：利用图片、实物等直观教具，帮助学生理解和记忆。
4.激励评价法：注重鼓励和表扬学生，激发学生的学习兴趣和自信心。
六. 说教学过程1.热身（5分钟）：引导学生进行简单的英语对话，回顾已学的身体部位和动词短语。
2.呈现（10分钟）：通过图片或实物展示，引入本课的主题，引导学生说出与身体有关的词汇。
What’sthematter教学设计案例分析
What’s the matter? 教学设计案例分析1、内容分析：（1）根据《课程标准》，分析本课教学的基本要求（2）分析本课内容的知识体系（地位和作用）（3）分析本课内容与相关知识的区别和联系（4）说明教学内容的调整、整合、解构和补充本课是一堂口语课,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）Unit2 What’s the matter? Section A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。
有利于提高青少年了解常见的基本卫生知识，促使他们养成良好的卫生习惯，增强自我保护和防范能力。
本课的核心语言项目是“Ask and answer about health”。
学会用“What’s the matter?”来询问他人身体状况。
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：I have a …You should/shouldn’t…由于本节课是一节口语课，我们教材内容进行了适当的整合，以使教学内容更加符合学生的需要和贴近学生的实际生活。
我们删除了材料中的听力部分，只保留了2a里面关于疾病的和针对相关疾病给出建议的单词。
为了体现课堂的完整性和语言的真实性，我们还对教材做了一定的补充如：增加了两个关于疾病的单词：cold和cough。
对3a的对话做了少许修改及扩充，从原材料的提一个建议修改为提多个建议，并视学生自己水平进行适当扩充，使其更贴近实际，让学生有更多发挥的空间，创造口语练习的条件。
八年级优质课《Unit2 What’s the matter》教 学 设 计
八年级优质课《Unit2 What’s the matter?》教学设计一、内容分析：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。
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。
有利于提高青少年了解常见的基本卫生知识，促使他们养成良好的卫生习惯，增强自我保护和防范能力。
二、学情分析：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。
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“Believe yourself !”,“Good”, “Well done!”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。
反思：教师对学生的主体意识的尊重尤其重要。
教师要把每个学生当作一个具有独特经验和情感态度的人，与学生建立一种真诚平等，信任的相互关系，在教学中关注学生的亲历亲为，实际上是对学生自主性、创造的尊重。
初中英语教案一：Unit 2 What’s the matter
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初中英语Unit2What’sthematter的教学设计案例分
初中英语Unit 2 What’s the matter的教学设计案例分初中英语Unit 2 What’s the matter的教学设计案例分析反思设计简述：本节课教学内容和教学目标及教学重难点的设定都是以英语《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。
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。
教学目标设计：Objectives: By the end of the session, most students will be better able to acquire the required information. This will be achieved by:1. Knowledge Objectives:1) Be able to master the pronunciation, meaning and spelling of the names of diseases: fever, sore throat, sore back; stomachache, headache, toothache, cold, cough;2) Be able to learn the expressions of giving advice: lie down and rest, drink hot tea with honey, see a dentist, take this medicine;3) Be able to talk about health problems by using“What’s the matter? I have a” and give advice by using “You shouldYou shouldn’t”2. Ability Objectives:1) Be able to talk about one’s health problems and give advice fluently;2) Be able to role play doctor and patient;3. Moral Objectives:1) Improve the cooperative spirit through pair work and role playing2) Care more about yourself and your family members’ health.重点难点设计：The teaching Focus1. Master the names of diseases: fever, sore throat, sore back; stomachache, headache, toothache, cold, cough;2. Master the expressions of giving advice: lie down and rest, drink hot tea with honey, see a dentist, take this medicine;3.Talk about health problems by using “What’s the matter? I have a”and give advice by using “You should You shouldn’t”The Teaching Difficulties1. Students may find it difficult to remember all the target new words in the class;2. Students may find it difficult to give appropriate advice to the certain disease because of their limited life experience.教学过程：这是教学设计的主体部分。
人教版 八年级上 Unit 2 What’s the matterSection A教学设计和反思
教学文档
人教版八年级(上) Unit 2What’s the matter？Section A教学设计和反
思
教材分析
本单元的主要交际功能工程为谈论你的健康和提建议或劝告，它们是通过关于健康的话题表达出来的。
Section A中，首先设置“候诊室里护士询问病人病情〞的情景，导出本单元的中心句“——What’s the matter —— I have a …〞 ,从而展开整个教学活动。
学情分析
八年级学生有了肯定的言语根底，再加上本课内容为询问人的身体健康方面的问题，与学生的生活紧密相关，
更简单激发同学们的学习兴趣和参与度。
教学目标
认知目标：1、身体部位的名称和疾病名称
2、——What’s the matter —— I have a …
能力目标：学会运用目标言语：——What’s the matter —— I have a …来询问和诉说病情。
感情目标：培养学生良好的饮食和卫生习惯，关注健康问题，科学合理地生活。
教学重点和难点
Teaching important points: A. The names of body parts.
B．——What’s the matter —— I have a …
Teaching difficult points: How to use improve students’communicative competence
教学过程
教学环节
.。
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unit 2 what’s the matter? 教学设计案例分析1、设计简述：本节课教学内容和教学目标及教学重难点的设定都是以英语《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。
在教授有关疾病的单词时，我就借助绷带，通过绷带绑的不同位置来解决单词。
某些绷带无法表示的疾病如cough, cold等就通过形象生动的肢体语言来展示。
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：（1）根据《课程标准》，分析本课教学的基本要求（2）分析本课内容的知识体系（地位和作用）（3）分析本课内容与相关知识的区别和联系（4）说明教学内容的调整、整合、解构和补充本课是一堂口语课,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）unit2 what’s the matter? 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，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。
有利于提高青少年了解常见的基本卫生知识，促使他们养成良好的卫生习惯，增强自我保护和防范能力。
本课的核心语言项目是“ask and answer about health”。
学会用“what’s the matter?”来询问他人身体状况。
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：i have a … you should/shouldn’t…由于本节课是一节口语课，我们教材内容进行了适当的整合，以使教学内容更加符合学生的需要和贴近学生的实际生活。
我们删除了材料中的听力部分，只保留了2a里面关于疾病的和针对相关疾病给出建议的单词。
为了体现课堂的完整性和语言的真实性，我们还对教材做了一定的补充如：增加了两个关于疾病的单词：cold和cough。
对3a的对话做了少许修改及扩充，从原材料的提一个建议修改为提多个建议，并视学生自己水平进行适当扩充，使其更贴近实际，让学生有更多发挥的空间，创造口语练习的条件。
亮点与反思：我从学生特点出发，根据教学内容，设计了一个与学生生活贴近的任务，让学生在交流中合作完成角色扮演医生和病人的任务。
这种亲身体验的方式把学生吸引到语言学习的交流活动中来，引起他们的注重力和学习爱好，因此学生交流参与会比较积极和成功。
课堂教学是一个动态过程，根据学生知识的实际需要，随时做出富有创意的调整，将学生的体验有机地融入课堂中，并不断生成创造和加以运用，让学生在互动交流中获得独特的体验，在亲身体验中生成新知识，新经验，在体验中感悟语言。
因此在本节课中我们对教材内容做了相应的整合和补充。
3、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。
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“a healthy lifestyle”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“believe yourself !”,“good”,“well done!”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。
亮点与反思：教师对学生的主体意识的尊重尤其重要。
教师要把每个学生当作一个具有独特经验和情感态度的人，与学生建立一种真诚平等，信任的相互关系，在教学中关注学生的亲历亲为，实际上是对学生自主性、创造的尊重。
对于学生在课堂上的表现教师要时时用积极的语言予以肯定和鼓励，这正是罗森塔尔效应即教师期望效应的有效体现4、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。
objectives: by the end of the session, most students will be better able to acquire the required information. this will be achieved by:1. knowledge objectives:1) be able to master the pronunciation, meaning and spelling of the names of diseases: fever, sore throat, sore bac k; stomachache, headache, toothache, cold, cough;2) be able to learn the expressions of giving advice: lie down and rest, drink hot tea with honey, see a dentist, take this medicine;3) be able to talk about health problems by using “what’s the matter? i have a…” and give advice by using “you s hould…you shouldn’t…”2. ability objectives:1) be able to talk about one’s health problems and give advice fluently;2) be able to role play doctor and patient;3. moral objectives:1) improve the cooperative spirit through pair work and role playing2) care more about yourself and your family members’ health.5、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:the teaching focus1. master the names of diseases: fever, sore throat, sore back; stomachache, headache, toothache, cold, cough;2. master the expressions of giving advice: lie down and rest, drink hot tea with honey, see a dentist, take this medi cine;3.talk about health problems by using “what’s the matter? i have a…”and give advice by using “you should… you shouldn’t…”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：the teaching difficulties1. students may find it difficult to remember all the target new words in the class;2. students may find it difficult to give appropriate advice to the certain disease because of their limited life experie nce.6、教学策略与手段：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。