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What's the matter?

教学设计

一、教学目标

(一)知识与能力

1.能够正确使用下列词汇:arm, back, ear, eye, foot, hand, head, leg, mouth, neck, nose, stomach, tooth.

2.能够谈论常见病并给出治疗建议:A: What’s the matter? B: You should ……..

3.关注常见病并知道如何处理此类疾病。

(二)过程与方法

采用PPT-picturesPlaying gameExercise方式,进行单词教学;利用PPT-picturesPair work to practice Listening and speaking Exercise的形式,进行目标语言教;采取PPT-picturesGroup workImitating and reading the conversationCreate a real situation to act it的方式,开展对话教学;采取Fill in the blanks and complete the conversation,检验目标语言的掌握情况。

(三)情感态度与价值观

Let students pay attention to their health and know how to deal with the common health problems.

二、教学重难点

(一)教学重点

1Learning the vocabulary related to the body parts and some common illness.

2Learning to talk about the common health problem and give some advice.

(二)教学难点

 The students can talk about the common health problem and give some advice.

三、教学策略

1Listening skills──Before listening to the dialogue, the students read the questions and predict.

2The students work in pairs or groups in order to practice speaking.

四:教学过程 

Step1The words related to the body parts

Activity1Game timeFollow me

【设计意图】

教师说出不同身体部位的单词,学生反映出来并进行相应的动作。通过这个活动,让学生以实物接触词汇,不但印象深刻而且在上课开始阶段,引起学生学习兴趣。

Activity2Learning the following words with the help of the pictures.

arm, back, ear, eye, foot, hand, head, leg, mouth, neck, nose, stomach, tooth

【设计意图】

利用图片,形象直观的表达每一个单词,引起学生兴趣,便于理解和记忆。

Activity3:课本 1a look at the picture, write the correct letter for each part of the body.

____arm ____back ____ear ____eye ____foot ____hand ____head ____leg ____mouth ____neck ____nose ____stomach ____tooth

【设计意图】

检验学生对所学单词的认知情况。

Activity4ExerciseName the parts of the words.

1. You smell with your _______.

2. You hear with your ____________.

3. The __________ is a symbol of love.

4. You need to know these sizes when you buy a man’s shirt. ____________

5. You need to know these sizes when you buy jeans or trousers. _________

6. You play the guitar with them. ______

7. The place where your leg bends. ____

8. The place where your arm bends. ___

【设计意图】

通过阅读句型,理解句型,写出相应的的单词,进一步巩固单词的中文意思和拼写。

Activity5:课本1b listen and look at the picture .Then number the names.

【设计意图】

通过模仿朗读句型,使学生初次接触本节课目标语言,并展示某种疾病状态,由此引出本课重点句型。

Step 2learning target language

What’s the matter?

You should ……..

Activity1:利用图片引出各种常见病,学会询问和表达疾病名称,并反复操练,使学生逐步掌握并巩固。

【设计意图】

通过图片直观地展示各种常见病,教会学生询问并表达的疾病,并利用图片反复操练,做到孰能生巧。

Activity2:利用图片引出常见病的简单治疗方式,当给别人提建议时,使用should/shouldn’t,反复操练使学生逐步掌握。

【设计意图】

通过图片直观地展示各种常见病的相应治疗方式,教会学生为病人提出合理建议,并利用图片反复操练,做到孰能生巧。

Activity32a Listen and number the pictures in the order you hear them.

2b Listen again. Match the problems with the advice

【设计意图】

通过听对话的形式,再现了各种疾病的名称和治疗建议,达到巩固这些知识点的目的。另外,在听力训练之前,让学生猜测答案,然后从听力中获取正确的信息,再订正答案,这样做也能提高学生学习兴趣,同时为学生的进一步的学习做铺垫。

Activity42c Make conversations using the information in 2a and 2b

A: What’s matter?

B: My head feels very hot.

A: Maybe you have a fever….

B: ……

【设计意图】

通过让学生进行对话练习,理解目标语言如何使用。

Activity 52d Role-play the conversation

跟读,朗读对话,并理解中文意思。

【设计意图】

通过跟读朗读对话,进一步巩固目标语言。

Step 3Create the real situation to practice

Activity 1分角色朗读2d,并让学生把身体不适和所提建议表演出来。

【设计意图】

首先利用对话,创设相对简单的语言情境,使学生感知真实语言情景下的教学,能够轻松地理解、掌握新知识,符合学生的认知,增强教学的实效性,并为学生模仿语言和进一步拓展该话题提供了示范。

Activity 2Create the real situation and act it out.

例如:Now you’re working in a hospital, you are “Dr. Know”, give the patients some good advice.

学生之间互动,如一排病人一排医生,一边看病一边纪录,看谁的建议好。

A: What’s the matter?

B: I have a sore throat /…

A: Maybe you should drink lots of water and……

B: That’s a good idea.

…….

【设计意图】

为学生创设真实语言情景,让学生自由发挥,尝试用所学语言表达自己的真实想法,让学生实践所学语言在真实语境中的使用,从模仿语言过渡到运用语言,达到本节课的教学目标。

Step 4Quiz

4a Fill in the blanks.

4b Circle the best advice for these health problems. Then add your own advice.

【设计意图】

笔头巩固所学知识,并进行当堂检测,了解学生掌握知识情况,便于设计下一节课。

Step5Homework

1. Recite the new words related to the parts of the body.                                                    

2. Make up 3 conversations about the common illness and give some advice.

3. Finish the related exercises in the workbook.

【设计意图】

再一次巩固本节课所学词汇和句型。(补充材料可以用作英语课堂笔记,这样不仅再次强调了重点,而且满足了不同层次学生的需要。)

 

    
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