八下unit1.docx
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八下unit1.docx
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八下unit1
Unit1第一课时教学设计
单元教学目标
TeachingAims
1. KnowledgeObjects
(1)Function:
①Learntodescribeandtalkaboutthehealthproblemsandaccidents.②Learntogiveotherssomerightadviceaccordingtotheir problems.
(2)KeyVocabulary:
matter,sore,throat,stomachache,foot,neck,stomach,fever,lie,rest,cough,toothache,headache,haveasoreback,haveastomachache,haveacold,liedown,seeadentist,getanX-ray,takeone’stemperature,haveafever,haveaheadache,takebreaks,inthesameway,gotoadoctor
(3)TargetLanguage:
①What’sthematter?
Ihaveastomachache./Ihaveasoreback./Ihaveacold.Shehasaverysorethroat. ③Myheadfeelsveryhot.WhatshouldIdo?
Ithinkyoushouldliedownandrest.
(4)Structure:
①havea+thenamesoftheillness②should+verb
2.AbilityObjects
Enablestudentstotalkabouthealth problemsandgiveadvicewiththelanguagepoints.
3.MoralObjects
(1)Improvethecooperativespiritthroughpairworkandroleplaying.
(2)Studentscaremoreaboutthemselvesandtheirfamilymembers’health.
学情分析
八年级的学生具有过渡性和动荡性的心理特点,处于两极分化的突出时候,学生差异较大,因此在任务设计上要注重分层,面向全体,充分调动每个学生的积极性。
但由于这个阶段的学生活泼好动,好奇心较强,再加上本节课又是有关健康的话题,所以在课堂设计上利用多媒体设备设计丰富的活动,给学生充分表现自己及运用英语的机会。
重难点
TeachingKeyPoints
1.Learnandmasterthepartsofthebody,thenamesoftheillnessandtheexpressionsofgivingadvice.
2.Learntotalkabouthealthproblemsbyusing“What’sthematter?
Ihavea…”andgiveadvicebyusing“should”.
TeachingDifficultPoints
1.Learntotalkabouthealth problemsbyusing“What’sthematter?
Ihavea…”.
2.Learntogiveappropriateadvicetothecertainhealthproblems.
Unit1What’sthematter?
Period1 SectionA(1a-1c)
学时目标
1.KnowledgeObjects:
(1)Sscanusethefollowingwords:
head,ear,eye,mouth,nose,throat,neck,back,hand,arm,leg,tooth-teeth,foot-feet,matter,haveacold,stomachache,backache,headache,toothache.
(2)Sscanusethefollowingsentencepatterns:
What’sthematter?
Ihaveastomachache./Ihaveasoreback./Ihaveacold.He/Shehasasorethroat.
2.AbilityObject:
Enablestudentstotalkabouthealthproblemsusingtargetlanguage.
3.EmotionObject:
Learntotalkaboutthehealthproblemsandgivecaretoothers.
学时重点
Learnhowtotalkabouthealth,use have /hastotalkabouthealthproblems.
学时难点
LearntheEnglishnamesofdifferentpartsofhumanbodyandtalkaboutvarioushealthproblems.
教学活动
Step1Warming-up (3minutes)
ListenandsinganEnglishsong:
Ifyou’rehappyandyouknowit,clapyourhands.
(设计意图:
通过听唱英语歌曲来活跃气氛,让学生很快融入到英语学习的氛围中,同时为下面引出身体各部位名称的教学作铺垫。
)
Step2Wordstudy (4minutes)
1.T:
Areyouhappy?
S:
Yes,weare.T:
Whenwe’rehappy,wecanclapourhandsandstampourfeet.Handsandfeetarepartsofourbody.DoyouknowotherpartsofourbodyinEnglish?
2.Teachthepartsofthebody.Whileteachingone,letthemtouchorshowit.
(设计意图:
用图片来教学新的单词,直观、形象生动。
)
3.PresentapictureofPanChangjiang.LettheSssaythepartsofhisbody.
(设计意图:
用明星的图片激发学生的兴趣,有利于单词的巩固记忆。
)
4.Memorygame.
Step3 Practice (3minutes)
1.Askthestudentstolookatthepicturesofthestudentsnumbered1through5.Severalbodypartsaremarkedwiththelettersa–m.Writethecorrectletterafterthenameofeachbodypartonthelist.
2.Getthestudentstodiscussandcompletebythemselves.
3.Checkanswersandreadaloud.
Step4Presentationandpractice (10minutes)
1.T:
NowIseeyouarehappy,butsomepeoplearenothappy.Let’slook!
There’ssomethingwrongwiththeirbodies.
T:
Lookatthepicture,ishehappy?
Ss:
No,heisn’t.
T:
Why?
(HelptheSstoanswer:
Hehas a(bad)cold.)
(设计意图:
以happy这个单词自然地引出themanwho’snothappybecausehehas havea(bad)cold.为下面引出其他人的种种不适做铺垫。
)
2.Presentotherpictures,talkabouthealthproblemsofthepersonsinthepictures.What’sthematter?
He/Shehasaheadache/toothache/asoreback/asorethroat/acoldandacough.
(设计意图:
用形象生动的图片来引出本课要掌握的句型,有利于学生对新知识的掌握。
)
3.Grammarfocus.
What’sthematterwithsb?
=What’sthetroublewithsb?
=What’swrongwithsb?
注:
with为介词,后跟人称代词宾格,如her,him,them等。
eg:
What’sthematterwithyourmother?
What’swrongwithyou?
What’sthetroublewithher?
在英语中,表达“疼痛或不舒服”时的常用结构:
(1)主语+have/has+a 病症
haveacold/fever
(2)主语+have/has+a+sore+发病部位
sore 是一个独立的形容词,指的是身体某一部位的酸痛。
如:
soreback,sorethroat,soreneck.
(3)主语+have/has+a+部位-ache
-ache作后缀,常与表示身体部位的名词合成一个新词,表身体某部位疼痛,如:
toothache,headache,stomachache.
4.T:
Supposethereissomethingwrongwithyourbody,pleaseusegesturestoshowit.Youmaysay:
Ihaveaheadache.Ihaveasorethroat.
Makeamodeldialogue.
T:
What’sthematter?
S:
Ihaveaheadache.
T:
Oh,that’stoobad.I’msorrytohearthat.
LettheSspracticeinpairs.
(设计意图:
以对话的形式来操练句型,巩固新句型的使用。
从第三人称过渡到第一人称,对学生来说是简单了。
加上两句话来学校表达自己对他人生病的情感。
)
Step5listening (5minutes)
Task2:
1b.WorkonSectionA1b,listenandnumberthenames1-5.
1.Gettheclasstolookandreadthenamesin1bquickly.
2.Listentotapetwiceandfindthecorrectanswers.
3.Listentothetapeagain.Thenaskthemtoroleplaytheconversationsinpairslikethis:
Sa:
What’sthematter,Nancy?
Sb:
Ihaveaheadache.
Step6Speaking (5minutes)
Task3:
1c.Talkaboutthehealthproblemsofthepersonsinthepicture.
1.Havestudentslookatthepictureandread1c,andtellstudentsthatthegirltalkedtoomuchyesterdayandshehasaverysorethroatnow.Thenaskthemlookatthepicture,practicesayingother problems.Forexample:
Theboy eatstoomuchicecreamandhasastomachache.
2.Havestudentsworkinpairsaccordingto1candasksomepairstoactouttheirconversations.
Step7Chant (2minutes)
Head,head,Ihaveaheadache.Ihaveaheadache,
Stomach,stomach,Ihaveastomachache.Ihaveastomachache,
Ear,ear,Ihaveanearache.Ihaveanearache,
Tooth,tooth,Ihaveatoothache.Ihaveatoothache.
Back,back,Ihaveasoreback.Ihaveasoreback,
Throat,throat,Ihaveasorethroat.Ihaveasorethroat.
Oh,dear!
Domoreexercise,andpleasekeephealthy!
(设计意图:
结合本单元内容设计的chant,有利于学生巩固句型。
同时chant节奏明快,朗朗上口,有助于形成良好的学习氛围。
)
Step8 Exercises (9minutes)
一、根据句意、汉语意思和首字母提示完成句子。
1.–What’sthem________(问题)withyou?
-Icutmyself.
2.Tomdidn’tgotoschoolyesterday,becausehehadasoret________(咽喉).
3.Ahorsehasfourf________.(脚)
4.Youshouldgotoadoctorifyouhaveac________(咳嗽).
5.Thegirl’st_______(牙齿)areverywhiteandgood.Shebrushesthemtwiceaday.
二、汉译英。
1. 背痛______________2. 感冒______________
3. 躺下休息__________4. 发烧______________
5. 划伤自己__________
Step9 Summary (3minutes)
1.Askstudentstosumupthepartsofabodyandthenamesofillness.
Partofhumanbody
Illness
stomach
stomachache
tooth
toothache
head
headache
back
asoreback
throat
asorethroat
cold,fever...
2.询问健康问题的句型有:
What’sthematterwith…?
3.回答健康问题可用:
Ihavea…Shehasa…Theyhave…
Homework:
1.Copyandreadeachnewwords&dialoguesofP1.
2.Finishtherelatedexercisesinworkbook.
3.Listentothetapeof1bandrepeat.
4.Interviewyourfamilymembersandwrite2dialoguesontheirhealth.
教学评价设计
及时评价课堂表现和学习效果,采取形成性评价:
(1)师评。
贯穿课内外。
(2)学生自评。
(3)同学互评。
自评表:
(10分)
项目 分值
优秀
(2分)
良好
(1分)
待改进
(0.5分)
1.预习(听、读课文)。
2.课堂能集中注意力,并积极思考;活动积极参与,合作意识强,配合小组完成任务。
3.做笔记情况。
4.复习(听读课文,默写单词)。
5.独立完成作业。
对自己今天的收获与疑问的认识
总分:
同学互评表:
(10分)
项目 分值
优秀
(2分)
良好
(1分)
待改进
(0.5分)
1.同学互助。
2.课堂活动表现。
3.做笔记情况。
4.学习的态度。
5.课下学习英语的情况。
温馨提示(我最了解你,
听听我的建议吧!
)
总分:
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