人教新目标(Go+for+it)版英语七年级下册：Unit 1 Can you play the guitar? Section A 1a-2d 教案

八年级英语下册Unit 1教学设计教材分析 本单元是Go for it (八下) Unit 1。主要围绕“What’s the matter?”这一主题，从而引出对健康问题、意外事故并提出相应的合理建议等方面的探讨。Section A(1a-2b)是本单元的第一课时，本部分的语言知识包括人体部位名称、如何询问和描述病情以及如何给别人提出建议。语法上重点掌握各种疾病表达法、询问和回答健康状况的句子以及情态动词should的使用，重在培养学生获取相关信息的能力。本单元话题与学生实际生活密切相关，学生学习兴趣比较强烈，因此在教学过程中如何能够充分调动学生的学习积极性，让他们敢于大声说出自己的想法显得尤为重要。教学目标1.语言目标(1)单词: matter, foot, neck, stomach, throat, fever, toothache, headache, X-ray, stomachache(2)短语: have a cold, have a fever, have a cough, have a toothache, have a stomachache, have a headache, have a sore throat/back, lie down, take one’s temperature(3)句型：A: What’s the matter with you/her/him?B: I/She/He have/has a...A: What should I/she/he do?B: You/She/He should...语言技能 能听懂谈论健康问题的对话材料；能根据别人的健康问题提建议；能写出重点单词和重点句型，并能描述怎样对待健康问题，提高学生的口语表达能力。3.学习策略 通过本课时的教学，要求学生能够通过细致地观察，总结并用自己的语言概括语言内容的共性，从而激发其自主学习的意识和能力。4.情感态度 首先，通过本课时的学习，能够使学生意识到身体健康的重要性，并学会如何照顾自己；其次，通过询问他人的健康情况来表达自己对他人的关心，增进同学间的友谊。教学重难点分析 教学重点为掌握情态动词should 的用法，以及使用本节课的单词、短语和句型进行简单的对话练习。  教学难点为通过学习如何用英语询问健康问题和给出建议，激发学生的学习兴趣，培养学生关注身体健康、关心他人的情感。学情分析 我所教的对象为初二民考民学生，大部分都是从七年级才开始接触英语学习的，因此大部分学生的英语基础较为薄弱。但学生普遍对英语比较感兴趣，好奇心强，求知欲旺盛，性格外向，课堂氛围比较活跃，敢于表达自己的观点，通过小组合作学习的方式，可以使学生更大程度地展示自我，从而收获成功的喜悦。教学方法通过人体器官图，引入本节课的知识点；通过开展不同类型的任务型活动，如角色扮演、情景模拟、打节拍说英语、观看视频等，使语言知识的输入效果更好；利用多媒体课件来展开课堂Pair work和Group work的口语交际活动，从而掌握重要短语和句型，提高听说能力。教学准备 多媒体、图片、flash动画、视频、黑板、医生帽教学过程设计Step 1 GreetingT: Good afternoon, everyone!SS: Good afternoo, Miss Yang!T: Are you tired?SS: A little/Yes.(播放一小段视频，让学生得到些许放松，从而调整学习状态，并引入本课时的主要内容)Step 2 Lead-inT: What did we do just now? How often do you exercise? Why do we need to exercise?(本着以“旧”启“新”的原则，以问题的形式引出本课时的情感目标，即：Health is wealth and happiness.)T: Today we are going to study Unit 1 “What’s the matter?”(板书并教读课题)Step 3 RevisionLook at a group of pictures about the body parts.(利用图片进行教学，并对名词的单复数问题做了特殊强调)2.Memory game: Some pictures about the body parts will appear on the big screen one by one, students need to recognize and speak out the words as quickly as they could.(考察学生对身体部位名称的掌握情况，为接下来的教学做准备)Step 3 New phrasesT: I didn’t feel well yesterday. So I went to the hospital. Here I met a beautiful doctor. So who’d like to be the doctor and introduce yourself to us.(将学生带入预设的医院场景，通过角色扮演的方式，提高学生的学习兴趣，并引出本课时所要教授的关于疾病的短语)T：Let’s see what kinds of problems we might have. Look at the picture. What’s the matter?(以图片形式为主，再配合教师的动作、表情等，让学生直观的感受到各种不同的疾病，如headache, toothache, sore throat等，并利用打节拍等形式使得语言变得朗朗上口)Step 4 PracticeShow some pictures on the big screen. Let students work with their partners and make short dialogues.A: What’s the matter with you?B: I have...Step 5 Watch the videoLet the students watch the video carefully and take some notes at the same time about “How many patients are there in the video? Who are they? What’s the matter with each person.”(学生带着任务观看视频，进而引出下一个非常重要的句型，即 “What’s the matter with him/her?”)The teacher introduces the important sentence firstly, and then ask some of the students to make other sentences according to the given information.Step 6 PresentationThe teacher pretends not to feel well. T: What’s the matter with me? SS: Do you have a fever? Can you give me some advice? What should I do?T: Yes, I did. (通过情景模拟，自然而然地引出如何提出有针对性的建议)Step 7 Pair workAsk three pairs of students to make conversations using what we have learned today.(培养学生听说的能力和逻辑能力)Step 7 Group work1.Work in group of four. Role-play a conversation between doctors and patients. 2.Give students three minutes to prepare. The teacher goes through the classroom and offers help if necessary.3.Act out their conversations in front of the class.(培养学生的发散思维，启迪学生“以用促学”，增加英语学习的趣味性)Step 8 Do some quiz1. —__________________ —I have a sore back. A. What’s the matter? B. What’s wrong with you? C. Do you have a sore back? D. Either A or B.2.—What’s the matter ______ you, Lucy? —Nothing much. A. on B with C. to D. of3.—I have a ____ today. What should I do? —You should go to see the dentist and get an X-ray. A.toothache B.cough C.fever D.stomachache4. What the matter with_____(she).5.Jim usually washes his_____(foot) before he goes to bed.(用练习进一步巩固所学的新知识)Step 9 SummaryThe teacher shows the principal line of the whole class. Ask students to sum up the illness, the way to ask other’s health problems and how to give the proper advice about different problems.(更直观地向学生呈现出了本课时的知识重点，并以提问的形式来检测学生的掌握程度)Step 10 HomeworkJim is ill. You call him. Write the dialogue down.Step 11 Conclusion.T: Just as what I said at the beginning of this class: Health is wealth and happiness. Health is so important for everyone that we should take care of ourselves as well as our friends and family. Only when we have a strong body can we live and study better. 板书设计 What’s the matter?Other ways to ask one’s health problems:What’s the matterWhat’s the trouble with you/her/him...?What’s wrongI/She/He have/has a...What should I/she/he do?You/She/He should...课后反思 本课时学生参与面广，不同层次的学生均有所收获。基础差的学生能运用所学短语和基本句式进行简单的对话练习，能力强的学生则可以灵活创设各种情景进行口头表达，语言能力拓展达到一定的深度和广度。课程设计层层递进，由易到难，逐步过渡。贯穿整节课的一条主线为：Health is wealth and happiness，能做到前后呼应，让学生学会爱护自己、关心他人。本节课的主题与学生的日常生活密切相关，在教学上易于发散思维，激发学生的积极性。学生活动形式多样，课堂氛围活跃。但是还没有真正做到“把课堂还给学生”，课程仍偏重传统的教学模式，需要创新教学思路。对教材的整合度也不够，今后要善于活用教材，对其精加工，在给定的语言材料基础上进行适度挖掘和拓展，使其更好的服务于教学目标。