初中英語教學案例(一)-八年級(下)Unit-one--What’s-the-matter

1、初中英語教學案例(一)-八年級(下)Unit-one-Whats-the-matter初中英語教學案例八年級（下）Unit one Whats the matter?(The first period)一、設計簡述： 新目標初中英語教學大綱要求教師要從學生的認知水平出發(fā)，以交際法語言教學和任務型語言教學為理論依據(jù)，以學生為中心，努力創(chuàng)設貼近學生生活的語言情境，讓學生參與課堂學習和實踐，完成學習目標。 本節(jié)課的教學內(nèi)容、教學目標以及教學重難點的設定都是以英語新課程標準為依據(jù)，同時借助肢體語言以及一些輔助性教學工具來展示課堂教學和學習，通過讓學生進行角色扮演，進行語言的組織和口語訓練，盡可能把知識

2、點的學習應用于生活實際，以增加學生參與課堂學習的積極性和興趣，從而提升課堂教與學的效率和質量。二、教材分析1. 話題本單元談論的主要是關于健康的話題，讓學生學會人體部位的單詞以及部分疾病的表達方法，會提問和談論自己和他人的健康狀況，同時對健康問題給出合理化的建議。在具體教學中我結合學生的實際，對教材內(nèi)容進行整合，第一課時的教學主要是讓學生學會有關人體部位的單詞，掌握對健康提問的幾個常用表達方法，內(nèi)容多以圖片的形式展示出來使內(nèi)容更貼近學生的生活，讓學生有更多的發(fā)揮空間。2. 語言點：Whats the matter (with sb.) / Whats the trouble (with sb.

3、) / Whats wrong (with sb.)I (We / He / She / They) have / has a cold / a fever / cough / sore throat / stomachache 3. 目標：1）Knowledge Objectives(知識目標) 學習有關身體的詞匯以及有關疾病的詞匯,掌握對他人的健康狀況詢問的方法。 Can master the pronunciation, meaning and spelling of the names of body parts and diseases. Be able to talk about

4、health problems by using “Whats the matter I have a”2) Ability Objectives(能力目標)積極參與課堂學習活動，能正確并流利的朗讀、書寫出課本中的詞匯、對話和句型，同時應用知識點進行同學之間的簡單交流，并組織自己的對話語言，形成專項交際情景。     Can read and write the words and useful sentences correctly. Be able to talk about ones health problems fluently. Make u

5、p the dialogues between the doctor and the patient.3) Moral Objectives(情感目標)通過本課的學習，要讓學生在日常生活和人際交往中學會關心別人，增進同學之間的情誼。 Pay attention to and care more about yourself and others health in our daily life.4. 教學重難點     重點：學習身體部位的單詞和一些疾病的詞匯，以及身體不適的表達。Master the names of diseases and Mast

6、er the expressions of giving advice.    難點：對他人健康狀況的詢問和身體不適的表達。How to talk about the health problems by using the sentences: “Whats the matter” / “Whats the trouble” / “Whats wrong”三、學情分析八年級學生的英語已經(jīng)有了一定的基礎，但學習興趣和參與課堂學習的積極性各有差異，同時八年級的學生也處于兩極分化的特殊時期，因此在教學和學習任務的設計上要注重分層教學，要調動每個學生參與課堂學

7、習和實踐的積極性。通過圖片等教學用具、通過設置和組織課堂游戲或是活動等趣味性的教學方式來提高學生的學習興趣，使其在輕松愉悅的課堂環(huán)境中掌握英語知識。四、教學方法和學習策略研究1恰當運用多媒體輔助教學，提高課堂效率增加趣味性。2.以學生為中心，開展Role play, Guessing game, Pair work等英語教學活動。3.注重分層教學，尊重差異，讓不同層次的學生都能參與，獲得成就感。五、教學過程Step1. Leadin Theres the bell, the teacher comes into the classroom, one of his/ or hands touch

8、 his / her stomachache. And saying: “Im hungry, I have a stomachache.” Then ask students: “How are you today?” “Do you take care about your health” Today we well learn some information about our health. 【設計理念】新課導入很重要，教師通過假裝身體的不適，引起學生的好奇，然后自然過渡到和本節(jié)課內(nèi)容相關的話題，這樣學生的積極性就被調動起來了。 Step2. Warming up1. The tea

9、cher asks two students to walk in the front of the class room, one of them tells the names of the parts of his / her body, and the other write down these words on the blackboard.2. Ask students to read these new words about two times.【設計理念】因為在上新課前，教師已經(jīng)讓學生提前預習有關身體部位的單詞，通過讓一個學生說，另一個學生寫的這種方式，可檢查學生的課前預習

10、情況,直觀顯現(xiàn)本節(jié)課的單詞教學，也為下面環(huán)節(jié)的教學做好鋪墊。Step3. Pair work1. 學會了單詞和有關健康提問的舉行之后，教師可以通過下面的話題導入學位生的對話練習設計訓練：T: Do you know The body parts are in one family. They can help us do many things, they are all important. So, we should take care of them. But the body parts have some problems sometimes.Next, the teacher us

11、e body language to guide the Ss to guess the illness: have a cold, have a feverT: I am not feeling well now. I am ill. Do you know the illness Whats the matter with meSs: You have a fever. (Show the illness-have a cold with the body language, too)Then the teacher asks one of students to talk with hi

12、m / her like this:T: How are you today?S: Im not feeling well.T: Im sorry to hear that. Whats the matter with you?S: I have a cold, I have a headache.【設計理念】知識點的學習不能簡單停留在理論記憶，而是要讓學生通過參閱課堂學習和實踐操作，來獲取最有價值的實踐經(jīng)驗。本環(huán)節(jié)的設置就是為了讓學生把課堂學習的理論知識通過語言對話的形式應用于實際生活中，形成自己的語言體系，強化口語訓練。另外，部分學生在剛開始設計對話語言可能還有一定的困難，或是僅限于本節(jié)課

13、所學內(nèi)容，通過教師親自設計對話語言，可以給學生一定的引導和示范，另外還可以拓展知識層面。 2. After that, the teacher asks the Ss to work in pairs and talk about health problems by using the words and the target languages: Whats the matter I have a/anLater act them out in the class.3. After sever pairs, the T chooses one pair and ask other Ss:T

14、: Whats the matter with her?Ss: She has a headache.Then the teacher asks some Ss to show the health problems with the body language, and ask other Ss to have conversations in pairs like below:S1: Whats the matter with him/her?S2: He/She has a 【設計理念】通過教師的示范，學生就可以組織自己的語言，并和同學合作編成對話進行訓練。對于比較優(yōu)秀的小組，教師還可以

15、讓他們給全班學生做示范，供大家參考。另外因為前面的對話始終是在第一和第二人稱之間進行的，所以在后續(xù)，教師要有目的的引導學生轉換人稱進行對話提問和回答，以便進一步熟練掌握和應用所學知識點。Step 4: Do some exercises Do some exercises in the class in order to train students ability, and improve their results of the learning.1) 根據(jù)句意及首字母，填入適當?shù)膯卧~。 1. What's the m _with you 2. We hear with our e

16、 _and see with our e_. 3. He usually goes to school on f_. 4. I have a t_, so I want to see a dentist. 2) 選擇填空。 1. The little baby has two_. A. tooth B. tooths C. toothes D. teeth 2. What's the matter with you _. A. I'm glad B. I have a cold C. I have something to do D. Sorry, I don't kn

17、ow 3. _we go to the zoo All right. A. Do B. Let's C. Are D. Shall 3) 單句改錯，下列各句中均有一處錯誤，請指出并改正。 1. What's the matter to you ( ) _ A B C D 2. My father often eats too many food. ( ) _ A B C D 4) 對話排序。 Is it anything serious My head hurts. I feel terrible. Please sit down. Let me have a look at

18、you. What's wrong with you, young man No, nothing serious. Take this medicine and you can be better soon. A. B. C. D. 【設計理念】有講要有練，講練要結合，以便學生更進一步的理解和掌握本節(jié)課的內(nèi)容，提升課堂學習效率。Step 5: summing-upAt the end of the class, the teacher asks one of the students to give a summary about this lesson in order to know if the students master the know ledges. The teacher can recruit and faultless.【設計理念】當堂小結是教學程序必不可缺的一個環(huán)節(jié)。通過小結，既可以進一步提醒學生本節(jié)課的重點知識，同時也可了解學生的掌握情況。Step 6: HomeworkT: Boys and Girls, Do you know something about H1NI flu Suppose you are the headmaster of Ping Liang Railway Middle schoo