初中英語(yǔ)人教版八年級(jí)下冊(cè)教學(xué)設(shè)計(jì).doc

Unit1 SectionA（1a-2d）名師教案1.0Teaching Analysis教情分析1.1 Teaching Objectives 教學(xué)目標(biāo)1.1.1 Language goals 語(yǔ)言目標(biāo)1.1.1.1 Key Words and Chunks 1.1.1.1.1 For 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 neck1.1.1.1.2 For comprehending: sore, have a fever, have a cough, have a sore throat, have a sore back1.1.1.2 Sentence Structures1) Whats the matter? P12) Whats the matter with Ben? P13) I have a stomachache. P14) He should lie down and rest. P25) Do you have a fever? P26) What should he do? P27) I think you should lie down and rest. P28) Should I put some medicine on it? P39)He should see a dentist and get an Xray. P410)You should take your temperature. P21.1.1.3 Grammar Focus 1) Whats the matter with sb.? (該句式常用來(lái)詢問(wèn)身體不適)2) He has a sore back. / He has a cold. /He has a headache/stomachache. (have + a(n)+名詞表“身體不適” )3）He should /shouldnt see a dentist and get an Xray.（should/shouldnt +動(dòng)詞原形表“建議”意為“應(yīng)該或不應(yīng)該做某事”）4）What should she do? (what 詢問(wèn)正確的處理方法)5）If your head and neck still hurt tomorrow, then go to a doctor. (條件狀語(yǔ)從句，時(shí)態(tài)特點(diǎn)：主祈從現(xiàn))6) Thats probably why（you have a headache and cant move your neck）. （這可能就是 (你頭痛和脖子不能動(dòng)的)原因。本句可以理解為why后省略了括號(hào)內(nèi)容部分，可以還原成一個(gè)表語(yǔ)從句）1.1.2 Ability goals 能力目標(biāo)1.1.2.1 Enable students to talk about health problems with “Whats the matter with sb？”1.1.2.2 Enable students to give others some right advice according to their problems with the language points. 1.1.2.3 Enable students to choose a healthy lifestyle.1.1.3 Emotional goals 情感目標(biāo)1.1.3.1 Encourage Ss to improve the cooperative spirit through pair work and role playing.1.1.3.2 Encourage Ss to care more about their lifestyles and their family members health.1.2 Important and difficult teaching points教學(xué)重難點(diǎn)1.2.1 Teaching key points1.2.1.1 To help Ss master the parts of the body, the names of the illness and the phrases of giving advice.1.2.1.2 To enable Ss to talk about health problems by using “Whats the matter? I have a” and give advice by using “should”. 1.2.1.3 To help Ss find out the different ways to express the health problems, give appropriate advice and make a clear mind map.1.2.2 Teaching difficult points1.2.2.1 To learn to talk about health problems by using “Whats the matter? I have a”.1.2.2.2 To learn to give appropriate advice to the certain health problems.1.2.2.3 To help Ss find out the different ways to express the health problems ,give appropriate advice and make a clear mind map.2.0 Student analysis學(xué)情分析 2.1 Fundamental State基本情況本單元的教學(xué)為八年級(jí)下期內(nèi)容，學(xué)生已通過(guò)一年半的初中英語(yǔ)學(xué)習(xí)，理應(yīng)對(duì)初中英語(yǔ)學(xué)習(xí)的要求基本明白，并已基本適應(yīng)初中英語(yǔ)學(xué)習(xí)，具備英語(yǔ)學(xué)習(xí)的基本技能，初步掌握一些學(xué)習(xí)策略，只是經(jīng)過(guò)一個(gè)月的寒假，尤其是春節(jié)期間的不規(guī)律生活，玩游戲，看電子產(chǎn)品過(guò)多，需要重新進(jìn)行生活習(xí)慣和學(xué)習(xí)習(xí)慣強(qiáng)化與調(diào)整。而本單元的中心話題正好是談?wù)搶W(xué)生身體不適的詢問(wèn)和表達(dá)，以及如何給出合理的建議，形成健康，安全的生活習(xí)慣。學(xué)習(xí)內(nèi)容從學(xué)生已知出發(fā)，通過(guò)讓學(xué)生自己完成身體不適的表達(dá)思維圖，從談?wù)撟约夯蛏磉吶说纳眢w不適出發(fā)，引導(dǎo)學(xué)生從自己身體部位入手進(jìn)行教學(xué)引入，再擴(kuò)展到談?wù)撋眢w不適的不同表達(dá)方法，再到后面的給出合理的建議，為后面課型逐步引入本單元的教學(xué)活動(dòng)奠定基礎(chǔ)，這樣不斷擴(kuò)展知識(shí)和能力，從而最終實(shí)現(xiàn)由已知區(qū)域到就近發(fā)展區(qū)，再到未知區(qū)域，從不熟悉到熟悉的學(xué)習(xí)體驗(yàn)過(guò)程。 2.2 Knowledge Reserve知識(shí)儲(chǔ)備通過(guò)一年半的學(xué)習(xí)和積累，學(xué)生積累了一定的詞匯量，接觸到了常見的話題和功能項(xiàng)目。在Book7B Unit 9 What does he look like ? 中已學(xué)習(xí)了身體各部位的表達(dá)法，Book8B Unit 3 Im more outgoing than my sister.中已經(jīng)學(xué)習(xí)了should 的用法，教師從已知區(qū)域過(guò)渡到就近區(qū)域能夠減少學(xué)生學(xué)習(xí)焦慮，增強(qiáng)自信心，培養(yǎng)學(xué)生的自主學(xué)習(xí)能力。 2.3 Class data本班實(shí)際本班學(xué)生有比較明確的學(xué)習(xí)目的，能夠在小組活動(dòng)中互相幫助，積極與他人合作，敢于用英語(yǔ)進(jìn)行表達(dá)。本課型談?wù)搕he body parts, the health problems ,injuries, advice and treatment, how to keep healthy話題內(nèi)容貼近學(xué)生、貼近生活，學(xué)生熟悉，有話可說(shuō)，教師應(yīng)該盡量創(chuàng)設(shè)情景，拓展思路，必要時(shí)幫助學(xué)生用英語(yǔ)進(jìn)行準(zhǔn)確表達(dá)。3.0Teaching methods教法建議3.1 Situational teaching approach情景教學(xué)法3.2 Selfdirected learning method自主學(xué)習(xí)法3.3 Discussion method 討論法4.0教學(xué)輔助 blackboard and chalk, computer, projector, flashcard, a picture with body parts5.0Teaching procedures 教學(xué)進(jìn)程 5.1 Leadingin and warmingup 引入與激趣活動(dòng) 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. 5.2 New points input 新知輸入 5.2.1 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. 5.2.2 Activity 1a 5.2.2.1 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. 5.2.2.2 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. 5.2.2.3 Read the phrases together; try to make Ss understand the Chinese meanings. 5.3 Listening practice 聽力訓(xùn)練 5.3.1 Activity 1b 5.3.1.1 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. 5.3.1.2 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. 5.3.1.3 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. 5.3.2 Activity 2a, 2b 2a and 2b provide listening practice using the target language.5.3.2.1 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? 5.3.2.2 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.5.3.2.3 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. 5.4 Oral Output 口語(yǔ)輸出 Activity 2d talks about real problems in their daily life. 5.4.1 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.5.4.2 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? 5.4.3 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.5.4.4 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.5.4.5 4a, fill in the blanks and practice the conversations. Ask Ss to do it within 12minutes, check the answers in pairs. Divide the Ss into 3 groups, recite the conversation in 1 minute. 5.5 Sentence Interpretation 難句理解 5.5.1 She talked too much yesterday and didnt drink enough water。她昨天說(shuō)話太多，并且沒(méi)有喝足夠的水。too much 此處做副詞詞組，修飾不及物動(dòng)詞。也可以接不可數(shù)名詞或直接做名詞。much too 用法和very相同。enough adj./adv., 修飾名詞前置，修飾形容詞，副詞，動(dòng)詞后置。 5.5.2 You should drink some hot tea with honey . 你應(yīng)該喝些加蜂蜜的熱茶。I think I sat in the same way for too long without moving.我想我以一個(gè)姿勢(shì)坐得太久而沒(méi)有活動(dòng)。withwithout 做介詞+doing，他們是一對(duì)反義詞。with, 意為“具有，帶有”，without，“無(wú)，沒(méi)有”。 5.5.3 Whats the matter with Ben? 詢問(wèn)某人身體不適或是遇到何種麻煩?？梢院? Whats wrong with sb.? Whats up? Whats the problem/trouble with sb.?互換。 5.5.4 I have a cough and sore throat. 我咳嗽并且嗓子疼。I hurt myself when I played basketball yesterday.昨天打籃球時(shí)我傷到了自己。 I have a stomachache. 我胃疼。 身體不適的幾種表述方法： have+ a(n) +名詞（疾病） have+ a +部位+ache have +a +sore +部位 hurt /cut +sb. 5.5.5 You need to take breaks away from the computer. 你需要休息一下，遠(yuǎn)離電腦。Take breaks/ take a break away from 遠(yuǎn)離休息 5.5.6 Thats probably why（you have a headache and cant move your neck）. 這可能就是 (你頭痛和脖子不能動(dòng)的)原因。本句可以理解為why后省略了括號(hào)內(nèi)部分，可還原成一個(gè)表語(yǔ)從句。5.5.7 I think I sat in the same way for too long without mo