初中英语人教新目标 (Go for it) 版八年级下册Section A教学设计

这是一份初中英语人教新目标 (Go for it) 版八年级下册Section A教学设计，共3页。教案主要包含了根据句意和汉语提示完成句子，句型转换，选择填空等内容，欢迎下载使用。
Unit 1 What’s the matter?The Second Period (Section A 3a-4c)Teaching Aims1. Knowledge Objects(1)Function: ①Learn and master how to talk about the health problems and accidents.②Learn and master how to give some right advice to others with the target language.(2)Key Vocabulary: passenger, trouble, herself, get off, to one’s surprise, agree to (do sth.), thanks to, in time, think about, get into trouble, fall down(3) Target Language: ①What’s the matter with Ben? –He hurt himself./ He has a sore back.②-Do you have a fever?  -Yes, I do./ No, I don’t.③-Does he have a toothache?  -Yes, he does.④You shouldn’t eat so much next time.⑤What should she do?⑥She should take her temperature.⑦-Should I put some medicine on it?  -Yes, you should. / No, you shouldn’t.(4) Structure: ①“should/ shouldn’t + verb” for suggestion ②Reflexive pronouns.2. Ability Objects(1)Enable students to understand the passage about the accident.(2)Enable students to practice reading and writing with the language points.  3. Moral Objects  Educate students to care about and help the people in trouble.Teaching  Key Points  1. Be able to understand the passage about the accident.  2. Learn to talk about health problems and accidents and give advice by using “should/ shouldn’t”.Teaching Difficult Points  1. Learn to talk about health problems and accidents and give appropriate advice.  2. Learn how to get information from the passage and train students’ reading and writing skills.Teaching Methods  The activity teaching method, the cooperative learning method, and the task-based language teaching method.Teaching Aids  The pictures about health problem; PPT.Teaching Procedures  Step 1 Warming-up (about 5 minutes)  T: Greet the class as usual, then point to a student and say: You look pale. What’ s the matter? Help the student answer “I have a cold.” and give him/ her some advice like “You should drink more water”.  Show some pictures about health problems and ask students to work in pairs like this:  S1: What’s the matter?  S2: I have a …  S1: You should … (Help them use “You shouldn’t …”)  Have three pairs act out their conversations in class.  Step 2 Grammar Focus (about 7 minutes)  Have students to read and remember the sentences of Grammar Focus by themselves, and then have them work in groups to sum up how to talk about health problems and give right advice.  T: (Show a picture of the boy that has a sore back, and say to the class) This is Mark. He hurt himself playing soccer. Now make a conversation to talk about his problem and give him some advice. (Practice using should/ shouldn’t)  A: What’s the matter with Mark?  B: He has a sore back.  A: Does he have a fever?  B: No, he doesn’t.  A: What should he do?  B: He should lie down and rest./ He shouldn’t exercise, etc.  Show some pictures about other health problems and ask students to work with their partners.  Have two pairs talk about different problems in class.  Step 3 Practice (about 6 minutes)  Ask students to go through each conversation in 4a quickly, and then complete the conversations individually. Move around the classroom and help them if necessary.  Check the answers.  Ask some students to practice every conversation in pairs.  Step 4 Circle and Write (about 4 minutes)  Have students choose and circle best advice for the health problems in 4b. Then ask students add their own advice about these health problems.  Have some students to report their own advice in class.  Step 5 Group work (about 5 minutes)  Have students read the conversation in 4c, and then ask them to work in groups. One student mimes a problem. The other students in his/ her group guess the problem and give their advice.  Step 6 Reading practice (about 14 minutes)  Pre-reading: Show the picture in 3a to students. Teach the new words “passenger” and “trouble”. Then have them talk about the picture.  While-reading: First, ask students to read the passage and answer the question: Do you think it comes from a newspaper or a book? Have students read the sentences in 3b. Then ask them to read the passage again and check the things that happened in the story. Check the answers with their partners.  After-reading: Have students pay attention to the questions in 3c, and then read the passage again and try answering them. Have students discuss the questions in 3c with their partners. Then ask some students to say their answers in class. Encourage them to say their own opinions.  Step 7Summary (about 3 minutes)  Help students to sum up how to talk about health problems and give right advice.  Ask one or two students to sum up the key phrases in the passage, and help them to make up more sentences with them.  Step 8 Homework (about 1 minute)  Have students make up conversations to talk about sb.’s health problems and give them some advice.  Have students read the passage and practice retelling the story.Blackboard DesignUnit 1What’s the matter?The Second Period (Section A 3a-4c)passenger                                     troublesaw an old man lying on the side of the road         have a heart problem                                             should go to the hospitalgot off  take the man to the hospital                agreed to saved the man in time第二课时作业设计一、根据句意和汉语提示完成句子。1. Jim _________ (摔倒)and hurt himself when he played soccer yesterday.2. They won’t ________________ (下车)until the bus stops.3. ___________________________ (使我惊喜的是), my brother and I both passed the driving exam.4. _____________ (多亏了)the doctors, the most beautiful teacher Zhang Lili was out of danger.5. Now many people don’t want to help others because they’re afraid of ___________(惹麻烦)。二、句型转换。1. He should go to see a dentist. (改为否定句)   He __________to see a dentist.2. Her father has a sore throat.(一般疑问句) _____ her father _____ a sore throat?3. Jim should put some medicine on the cut.(画线提问)_____ ______ Jim put some medicine?4. Jenny has a bad cold. (画线提问)  ______ the matter _____ Jenny?5. Thanks to the driver, the doctor saved Mr. Smith in time. (改为同义句)  ______ _____ ______ of the driver, the doctor saved Mr. Smith in time.三、选择填空。（  ）1. When I walked past the People Square, I saw many old women ____ there.        A. dance   B. danced   C. dancing   D. are dancing（  ）2. Students shouldn’t go to school ___ breakfast. It’s bad for their health.        A. with   B. without   C. for   D. by（  ）3. Father’s Day is coming. I’m ___ how I will give him a surprise.        A. hearing about    B. talking about          C. worrying about   D. thinking about（  ）4. You ____ eat too much meat. You are too fat.         A. should   B. shouldn’t   C. need   D. have to（  ）5. –I fell off the bike and hurt ___ yesterday.  –I’m sorry to hear that.        A. me   B. myself   C. yourself   D. herself教学反思本节课首先以师生情景对话引出上节课学习内容，然后让学生根据图片进行复习，很自然地进入下一部分对Grammar Focus的总结，再通过练习和小组活动加以巩固，使学生很容易地掌握如何谈论健康问题和提出合理的建议。阅读教学让学生对图片的谈论，自然地进入有关事故的短文阅读，一方面训练了学生的说话能力，另一方面为阅读做铺垫。读后让学生回答问题，进行讨论，这样使读写与说的训练相互整合，既练习了口头表达，也对阅读效果加以巩固。本节课的活动较多，要注意课堂节奏的把握，以便顺利完成学习任务，达到理想的教学效果。