初中英語-Unit1 Whats the matter？教學設計學情分析教材分析課后反思

人教版新目標(2012)八年級下冊Unit1 What’sthematter？SectionA(1a—2d)教學設計【教材分析】(2012)What’sthematter?描述身體不適和提出建議展開。本課時主要學習和運用What’sthematter？和Whatshould………do?讓學生學會描述身體不適和提出建議。但是部分學生對學習英課的重點What’sthematter?【教學目標】知識與技能：1、2、能聽懂健康問題及解決建議。3、掌握常見的詢問健康的問題及建議。What’sthematter...?過程與方法：教法：看圖法，對話，多種方法并用，促使學生主動探求知識。學法：通過看聽說等各種途徑，以小組合作的形式，主動探求知識，鍛煉自主學習的能力。情感態(tài)度價值觀：通過學習本課，培養(yǎng)學生關心自己和他人健康，增進彼此的友誼?！窘虒W重點、難點】1、教學重點：學會詢問并回答有關健康的問題，并能給出合理的建議。2、教學難點：掌握重點句型：What’sthematter?Ihaveafever.Youshouldtakeyourtemperature【Teachingprocedures】Unit1What’sthematter?TheFirstPeriod(SectionA1a-1c)Step1Warming-upSingtheEnglishsongIfyou’rehappy.Step2PresentationT:Thisisreallyabeautifulsong.Whatcanyoudoifyouareppy?Ss:Clapourhandsandstampourfeet.T:Yes.Handsandfeetarepartsofourbody;doyouknowotherartsofourbodyinEnglish?Ss:Eye,head…T:You’regreat.Today,let’slearnthenamesoftheebodys.TheteachertouchesthepartsofthebodyonebyoneandsaysWhileteachingeachone,letstudentstouchorshowit.Presentapictureofonthescreen.Letstudentssayeachpartofthebody.WorknSectionA1a.Playthegame:Touchthepartsofyourbody.Letthewholeclasstouchthepartsoftheirbodywhenteachersay:Touchyour…Askeightstudentstocometothefrontanddoastheteachertellsthem:Touchyour…Ifonedoeswrong,lethimorhergoback,thelastoneinthefrontisthewinner.Step3PresentationandPracticeTheteachermimeshavingastomachachewithanactionoftouchinghisstomach,andasks,“What’sthematter?”(Writeitontheblackboard),thensays,“I’mnotfeelingwell,Ihaveastomachache.”(Studentsrepeatwithteacher.)Thenshowsomepicturesonthescreenandaskstudentstopractice.Havestudentslookatthepictureandask:Whatcanwesaytohim?Ss:What’sthematter?T:Yes.Andwhatshouldtheboysay?Letstudentsrepeatwithotherpicturesaboutotherillness.Asksomestudentstousegesturestoshowtheillness,andhaveotherstoguess.Makeamodeldialogue.(S1doesanactiontoexpressanillness.)T:What’sthematter?Ss:He/Shehasaheadache.Letstudentspracticeotherillness.A:What’sthematter?B:He/Shehasaheadache/toothache/asoreback/asorethroat/acoldandacough.Showotherpictures,andaskstudentstotalkabouthealthproblemsofthepersonsinthepicturesinpairs.Step4ListenandSayWorkonSectionA1b,listenandnumberthenames[1-5].Havestudentslookatthepictureandread1c,andtellstudentsthatthegirltalkedtoomuchyesterdayandshehasaverysorethroatnow.Thenaskthemlookatthepicture,practicesayingple:Theboyeatstoomuchicecreamandhasotherproblems.astomachache.ForexamHavestudentsworkinpairsaccordingtoactouttheirconversations.1candasksomepairstoStep5Presentation1cTeacherpretendstocoughandasks:T:What’sthematterwithme?Ss:Doyouhaveacough/asorethroat?T:Yes,Ihaveasorethroat.Canyougivemesomeadvice?WhatshouldIdo?Ss:Youshoulddrinkhotteawithhoney/shouldn’ttalktoomuch/gotoadoctor…(Studentscangivedifferentadviceastheylike)Showdifferentpicturestostudents,havethempracticeinpairs.S1:What’sthematterwithhim/her?S2:Yes,he/shehasa/antoothache/fever/headache…(Teachthenewwords)Whatshouldhe/shedo?S2:He/Sheshouldgotoseeadentist/liedownandrest/drinkalotofwater./seeadoctor…He/Sheshouldn’tdrinkcoldwater/playbasketball…Workingroups,andhavestudentsrole-playbetweenadoctorandapatient.AskthemtotalkaboutthehealthproblemsandgiveingroupStep6Do2a.Havestudentslistenandnumberthepicture[1-5]intheordertheyhear.Thenchecktheanswer.Playthetapeagainforthestudentsandletthemdo2bbythemselves.Havestudentslistenagainandmatchtheproblemswiththeadvice.Thenplayitagainandchecktheanswers.Do2c.Pairwork.Letstudentsreadtheconversationsin2cfirst.Thenworkinpairs,makeanewconversationaccordingto2aand2b.Forexample:A:What’sthematter?B:Mybackfeelsterrible.A:Maybeyouhaveheadache.YoushouldseeadoctorandgetanX-ray.B:That’sagoodidea.Showmorepicturesandletstudentsmakemoreconversations.Step7.2dRole-playtheconversation.First,havestudentstorole-playtheconversationin2dingroupsandchoosethebest.Ingroups,studentsdiscussthelanguagepointsandsolvetheproblems.Theteacherwalksaroundandgivesthemsomehelpiftheyneed.Workingroups.Havestudentsdoasurveyingroupsabouttheirealthproblems,thendiscussingroupsandgivesomerightadvicemakeanewconversation.Askeachgrouptoreporttheirconversations.Step8.HomeworkGiveadvicetothefollowingproblemsasmuchaspossible:sorethroat,toothache,headache,cold.Thenchooseonetomakeadialoguewithyourpartner.Searchontheinternetaboutmoreadviceofdifferenthealthproblemsandaccidents.人教版新目標(2012)八年級下冊Unit1 What’sthematter？SectionA(1a—2d)教材分析(2012)八年級下冊第一單元的第一課時。本單元以What’sthematter不適和提出建議展開。本課時主要學習和運用What’sthematter？和Whatshould………do?讓學生學會描述身體不適和提出建議。人教版新目標(2012)八年級下冊Unit1 What’sthematter？SectionA(1a—2d)學情分析分學生學習英語的興趣不是很濃，在學習中他們更喜歡從游戲或活動中學習。固所學的知識。讓學生在樂中學，輕松地掌握所學知識。人教版新目標(2012)八年級下冊Unit1 What’sthematter？SectionA(1a—2d)效果分析本節(jié)課基本上達到了預期目標；有師生、生生各種互動，但是在學生展示比例方面還略有不本節(jié)課基本上達到了預期目標；有師生、生生各種互動，但是在學生展示比例方面還略有不。人教版新目標(2012)八年級下冊Unit1 What’sthematter？SectionA(1a—2d)評測練習一、 （）1. thematterwithyou?A.Who’s B.What’s C.How’s（）2.Youlookpale.You seethedoctor.A.should B.haveto C.do（）3.I youfeelbettersoon.A.want B.hope C.need（）4.Don’teat junkfood.A.muchtooB.toomanyC.toomuch（）5. getstiredsometimes.A.People B.Men C.Everyone（）6.－Whendiditstart?－ .A.Aboutaweekago B.Forthreedays C.Verywell（）Sara astomachache.Soshe eatanythingfortwenty-fourhours.A.has,shouldn’tB.has,shouldC.have,shouldn’t（）8.Youshould forafewnights.A.liesdown B.liedownC.lie（）9.Iamsorry thatyou’renotfeelingwell.A.andhear B.tohear C.heard（）10. agoodidea.A.Thatsoundslike B.That’ssoundslike C.That’slike五、典型例題解析1．What’sthematter?Ihaveabadcold.你怎么了？我得了重感冒。Havea+人體部位+ache/sore+身體部位：身患某種疾病2．Maybeyoushouldseeadentist.或許你應該看牙醫(yī)。Should后加動詞原形譯為：應該做什么…….二、 六、中考鏈接Weshouldnoteat junkfood)A.toomany B.toomuch C.manytoo D.muchtoo析：toomany+可數(shù)名詞復數(shù)；toomuch+不可數(shù)名詞；muchtoo+形容詞，故本題選BI’msorry thatbadnews.（甘肅）A.hear B.hearing C.tohear D.heard析：be+形容詞+todo譯為：很抱歉聽到這個壞消息。人教版新目標(2012)八年級下冊Unit1 What’sthematter？SectionA(1a—2d)第一課時教學反思人教版新目標(2012)八年級下冊Unit1 What’sthematter？SectionA(1a—2d)課標分析學生應達到課標中規(guī)定的三級目標要求：學生應達到課標中規(guī)定的三級目標要求：對英語學習表現(xiàn)出積極性和初步的自信心.能聽懂有關熟悉話題的語段和簡短的故事.能和教師或同學就熟悉的話題(如學校,家庭生活)交換信息.能讀懂小故事及其他文體的簡單的書面材料.能參照范例或借助圖片寫出簡單的句子.能參與簡單的角色扮演等活動.能嘗試使用適當?shù)膶W習方法,