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1、教学设计新目标八年级下 Unit1 Whats the matter? Period1(Section A)教学设计 祖山兰亭中学-张小梅 一、教材分析 本单元的话题是健康问题，健康是一切活动的保障。本节课的话题出自unit1What s the matter?(section A)，主要让学生认知表示身体部位的单词以及部分疾病的表达方法，学会谈论自己及他 人的健康状况，能针对健康问题提出合理化建议。在具体教学中我对教材内容进行了整合，加上了材料中的听力部分，将其用图片的形式展示出来以保持课堂的完整性。我还对教材做了适当的修改和扩充，使内容更贴近生活，让学生有更多的发挥空间。 二、学情分析 八
2、年级的学生具有过渡性和动荡性的心理特点，处于两极分化的突出时候，学生差异较大，因此在任务设计上我注重分层，面向全体，充分调动每个学生的积极性。但由于这个阶段的学生活泼好动，好奇心较强， 再加上本节课又是他们从未接触过的有关健康的话题，所以在课堂设计上我十分注意生动活泼但不幼稚，发扬传统但不古板。 三、教学目标分析 1、Knowledge Objectives(知识目标) (1) Be able to master the pronunciation meaning and spelling of the names of body parts and diseases. (2) Be able
3、 to learn the expressions of giving advice. (3) Be able to talk about health problems by using “Whats the matter? I have a” and give advice by using “You should You shouldnt” 2、Ability Objectives(能力目标) (1) Be able to talk about ones health problems and give advice fluently (2) Be able to role play d
4、octor and patient 3、Moral Objectives(情感态度目标) (1) Improve the cooperative spirit through pair work and role playing (2) Care more about yourself and others health 四、重难点设计 由于本节课的话题是谈论健康，根据课标要求，学生需掌握有关疾病的单词，并能针对疾病提出合理 化建议，因此本节课的教学重点设计如下： The teaching focus: 1、Master the names of diseases. 2、Master the
5、expressions of giving advice 3、Talk about health problems by using “Whats the matter? I have a” and give advice by using “You should You shouldnt” 本节课的话题学生以前接触较少，知识储量有限，让他们在较短的时间内掌握较多的新单词有一定难 度，再者，由于学生生活经验的限制，在谈论如何给出合适建议时会出现一定的困难。因此本节课的教学 难点设置如下： The teaching difficulties: 1、Students may find it dif
6、ficult to remember all the target new words in the class 2、Students may find it difficult to give appropriate advice to the certain disease 五、教学方法和学习策略分析 教学方法 使用“课堂三部曲”教学法，即课前预习、课上探究、课后延伸。 恰当运用多媒体辅助教学，提高课堂效率增加趣味性。 以学生为中心，开展 Role play, Guessing game, Pair work 等英语教学活动。 注重分层教学，尊重差异，让不同层次的学生都能参与，获得成就感。
7、 “任务型“活动策略，在做中学和练，任务明确，活动面广，使学生在交际中真实运用所学知识。 学习策略 Inferring vocabulary Role play Group and pair work 六、教学过程 一、课前预习 1、预习感知： 把你所知道的身体部位的单词写下来，并写出其相应的中文意思。 - - - - - - - - - - - - 2.写出下列句子 你怎么了？ 也许你应该去看牙医。 他不应该吃任何东西。 二、课上探究 1、新课导入 Play a song for all the students (Ss) to sing along with-“If you are hap
8、py”. While singing, touch the part that is mentioned in the songs . (clap your hand, stomp your feet , wink your eye ). Then sing the song ,add up other parts-If you are happy and you know it shake your head, open your mouth, lift up your leg, lift up your arm etc. And the teacher (T) shows the pict
9、ures about body parts on the blackboard. (设计说明：以学生熟悉的拍手歌开始本节课的教学，让学生在唱歌的同时完成对身体部位单词的认知，并通过对歌曲的改编联系更多的有关身体部位的单词。在开始新课前创设比较活泼轻松的学习氛围，激发学生的学习热情，为下面的教学做好铺垫。) 2、听力训练 听录音内容，写出单词Presentation of words about body parts T: Ok, class, we know the body parts just now. They are in altogether in one family, but I
10、 want to tell you that they sometimes may be ill. What should you do if you are ill ？lets listen to the tape -Body 3、对话处理 Presentation of words about diseases T: Everbodys answers are very good. In fact, the body parts are in one family. They can t fight, they can help us do many things, They are al
11、l important. So, we should take care of them. But the body parts have some problems sometimes. Then I use body language to guide the Ss to guess the illness: have a cold, have a fever T: I am not feeling well now. I am ill. Do you know the illness? Whats the matter with me? Ss: You have a fever. (sh
12、ow the illness-have a cold with the body language, too) 2、Then the T shows a bandage and tell the Ss there is something wrong in the place where the bandage lies. Then get Ss to guess the health problems. When the T does the actions, ask the Ss-Whats the matter? ( write it on the blackboard) The T p
13、uts the bandage on the stomach, and asks: Whats the matter with me? Im not feeling well. I have a stomachache. Next, the T puts the bandage on the other part of body and gets the Ss to guess the problems: have a toothache, have a headache, (show them on the blackboard) T: Yes, look at the blackboard
14、. Do you know how to use ache? If my .are aches, we can say I have an Ss: I have an earache. T: About the back? Ss: I have a backache. T: Yes, and I can say I have a sore back, too. show sore) T:(the teacher coughs) Whats the matter with me? Ss: I have a sore throat. 、Pair work 1、The T puts the band
15、age on the part of a students body and ask: Whats matter? and guide him to use the pattern: I have a/an Then asks the Ss to work in pairs and talk about health problems by using the bandage and using the target languages: Whats the matter? I have a/an Later act them out in the class. 2、After sever p
16、airs, the T chooses one pair and ask other Ss: T: Whats the matter with her? Ss: She has a headache. Then the T ask some Ss to show the health problems with the body language， and ask other Ss to have conversations in pairs. S1: Whats the matter with him/her? S2: He/She has a 4、学以致用 T: Do you want t
17、o be a doctor to help others? Do you go to see a doctor when you arent healthy? Today ,I give you a chance, now, suppose you are a doctor, and your group members are your patients. They arent feeling well. Please make a dialogue to present the scene in the hospital. And you may use the expression gi
18、ven. Later lets act out in the class. 三、课后延伸 用给动词的适当形式填空。 (1) He believes that I should (have) a good habit. (2) He (stay)at home and watched TV yesterday. (3)I (study) at that middle school half a year ago. (4) I (feel) ell now. You should go to see the doctor. 翻译。 请躺下休息一下。Please _ _ and have a _.
19、你不应该把一个婴儿独自留在家里。 You baby alone in the house. 我胃痛，今天不能上学了。 I . I cant go to school today. 她应该去看牙医。 She should 句型转换 1.You should do it the morning. You _ do it in the morning. 2. She has a fever.(改为一般疑问句) _ she _ a fever. 3.I am feeling well now. _ _ you _ now? 五Homework T: Boys and Girls, many stude
20、nts have H1NI flu in Caofan Middle school. Suppose you are the mayor in Jinan now, what should you do? Please give some advice to the master of Caofan Middle school,and you will say to the students in our school. （设计说明：这一环节是对本节课的升华和延伸，通过“假如我是市长”这一活动，让学生在巩固知识的 过程中思考在防控甲流感中自己怎么做。它既来源于教材，又贴近生活，反应时政，达到了知识来源于生 活，又回归生活，为生活服务的目的。
