英语人教版八年级下册Unit 1 Section A 1a-2d

1、内容分析： 本课是一堂口语课,学习对象为八年级生。根据《课程标准》的四级目标，能引出话题并进行几个回合的交谈，如能和他人结对活动询问身体情况；能在教师的指导下参与角色扮演活动，如能利用教师所提供的医疗用具，根据教师的亲身示范，以及课件上所展示的目标语言四人小组扮演医生和病人。本课的话题选自八年级（下）Unit1 What’s the matter? Section A。在学习了身体各部分单词的基础上，要求学生学会谈论自己及他人的健康状况，了解基本的医学常识，懂得常见病的基本处理方式，并能针对健康问题提出自己的建议。有利于提高青少年了解常见的基本卫生知识，促使他们养成良好的卫生习惯，增强自我保护和防范能力。本课的核心语言项目是 “Ask and answer about health”。学会用 “What’s the matter?” 来询问他人身体状况。通过教师丰富的肢体语言和绷带的使用让学生了解本课的教学重点-疾病的表达方式，从视觉上激起了学生的好奇心和求知欲。通过结对练习，游戏和角色扮演等多种任务的训练巩固所学的基础语言材料：I have a … You should/shouldn’t…由于本节课是一节口语课，我们教材内容进行了适当的整合，以使教学内容更加符合学生的需要和贴近学生的实际生活。为了体现课堂的完整性和语言的真实性，我们还对教材做了一定的补充如：增加了两个关于疾病的单词：cold和cough。对对话做了少许修改及扩充，从原材料的提一个建议修改为提多个建议，并视学生自己水平进行适当扩充，使其更贴近实际，让学生有更多发挥的空间，创造口语练习的条件。 亮点与反思： 我从学生特点出发，根据教学内容，设计了一个与学生生活贴近的任务，让学生在交流中合作完成角色扮演医生和病人的任务。这种亲身体验的方式把学生吸引到语言学习的交流活动中来，引起他们的注重力和学习爱好，因此学生交流参与会比较积极和成功。课堂教学是一个动态过程，根据学生知识的实际需要，随时做出富有创意的调整，将学生的体验有机地融入课堂中，并不断生成创造和加以运用，让学生在互动交流中获得独特的体验，在亲身体验中生成新知识，新经验，在体验中感悟语言。因此在本节课中我们对教材内容做了相应的整合和补充。 2、学情分析： （1）分析学生的学习起点，可能遇到的困难和问题及其依据 （2）确定促进学生有效学习，解决困难的思路和策略。 八年级是学习英语的关键时期，这个阶段的学生活泼、好奇心和求知欲望强。比如像本课所涉及的有关健康的话题是他们之前从未接触过的，因此，他们渴望用英语来表达。另外，八年级学生的心理特点反映在学习英语的能力上，他们模仿和记忆的能力特别强。学生的发音器官很灵敏，耳朵辨音的能力强，口舌也能灵活准确地模仿各种发音。八年级学生的记忆以具体形象记忆为主，并习惯于机械性记忆初中生理解和分析语言的能力相对来说较弱。在知识积累方面，学生已经掌握了一定的词汇和句型，对语言学习的热情也逐步增加。他们更感兴趣的是如何用英语来表述与现实生活息息相关的话题并寻求合理的解决办法。本课通过表述身体的各种不适和谈论个人健康问题，使学生学会关心自身及他人身体健康并且能提出一些建议，同时让学生了解“a healthy lifestyle”的重要性。但是由于学生年龄和生活经验的限制，在谈论如何给合适的建议时，会遇到一定的困难。因此，在教学过程中，利用图片、

肢体语言，给予学生直观的感受。除此之外，教师要给学生适时而恰当的鼓励。学生在课堂上的发言，教师都要尽力加以表扬，鼓励，多运用积极的鼓励性语言，如“Believe yourself !”,“Good”, “Well done!”等。对于学生在口语练习中出现的错误，不必有错就纠，有错必纠，使学生产生“跃跃欲试”的冲动,享受成功的喜悦。 反思：教师对学生的主体意识的尊重尤其重要。教师要把每个学生当作一个具有独特经验和情感态度的人，与学生建立一种真诚平等，信任的相互关系，在教学中关注学生的亲历亲为，实际上是对学生自主性、创造的尊重。对于学生在课堂上的表现教师要时时用积极的语言予以肯定和鼓励，这正是罗森塔尔效应即教师期望效应的有效体现。 3、教学目标设计： 用具体、明确、可操作的行为语言，描述本课的知识、技能、能力、方法、情感、态度、价值观等方面的教学目标。 Objectives: By the end of the session, most students will be better able to acquire the required information. This will be achieved by: 1. Knowledge Objectives: 1) Be able to master the pronunciation, meaning and spelling of the names of diseases: fever, sore throat, sore back; stomachache, headache, toothache, cold, cough; 2) Be able to learn the expressions of giving advice: lie down and rest, drink hot tea with honey, see a dentist, take this medicine; 3) Be able to talk about health problems by using “What’s the matter? I have a…” and give advice by using “You should…You shouldn’t…” 2. Ability Objectives: 1) Be able to talk about one’s health problems and give advice fluently; 2) Be able to role play doctor and patient; 3. Moral Objectives: 1) Improve the cooperative spirit through pair work and role playing 2) Care more about yourself and your family members’ health. 4、重点难点设计： 由于本节课的话题是谈论健康，根据教学大纲的要求，学生需掌握有关疾病的单词，并能针对疾病提出合理的建议。因此本节课教学重点设置如下: The teaching Focus 1. Master the names of diseases: fever, sore throat, sore back; stomachache, headache, toothache, cold, cough; 2. Master the expressions of giving advice: lie down and rest, drink hot tea with honey, see a dentist, take this medicine; 3.Talk about health problems by using “What’s the matter? I have a…”and give advice by using “You should… You shouldn’t…” 本节课的内容是之前学生没有接触过的，因此他们没有一定的知识储备。让他们在45分钟内掌握较多单词的发音及意思有一定的难度。另外，由于八年级学生年龄和生活经验的限制，在谈论如何给合适的建议时，会遇到一定的困难。因此本节课的教学难点设置如下： The Teaching Difficulties 1. Students may find it difficult to remember all the target new words in the class; 2. Students may find it difficult to give appropriate advice to the certain disease because of their limited life experience. 6、教学策略与手段： 1．学生的学习准备； 2．教师的教学准备； 3．教学环境的设计与布置； 4．教学用具的设计和准备。 《英语课程标准》明确指出：英语教学提倡体验、实践、参与、交流与合作的学习方式，要使学生尽可能多地从不同渠道，以不同方式接触和学习英语，亲身感受和直接体验语言运用语言。在英语教学中，要关注学生的体验，

创设和优化英语教学环境，使学生在互动中交流语言，在体验中生成知识，使语言学习转变成一种创造和运用语言的体验过程。因此本课遵循体验式英语教学模式，使得教师输入和学生输出科学地结合起来，从而实现以学生为中心、培养学生自主学习能力的教学理念和提高学生跨文化交际能力的最终教学目标。除此之外，在本节课中，我们还利用了有关疾病的丰富的图片，帮助巩固复习新单词，并以此引入另一话题-提供建议。另外，在配对游戏环节中，我们还需准备两个袋子，分别装有各种疾病和建议的纸条，以供男女比赛使用。 5、教学过程： 这是教学设计的主体部分。分几个环节具体说明教学活动的安排，包括学生学习活动、教师指导活动、师生交互活动。应采用文字叙述加点评的格式，不要采用表格或流程图的形式。 Step1 Warming up Greet Ss by asking them: How are you today? Then I’ll tell Ss that I’m not feeling well today (Write the sentence on the blackboard and guide Ss to read it.) and get Ss to guess the reason freely. If Ss can’t get the answer, I’ll tell them that I didn’t have a good sleep last night. So I have a headache. (I say this by doing a gesture) Step2: Presentation of words about diseases 1. Show Ss a bandage and tell them there is something wrong in the place where the bandage lies. Then get Ss to guess the health problems. When I do an action, ask Ss: “What’s the matter?”(write it on the blackboard) For example, when I put the bandage on the stomach, ask Ss: “What’s the matter with me?” Help Ss say: “I’m not feeling well. I have a stomachache.” Then teach the other target words: fever, sore throat, toothache, sore back in the following way: Put the bandage on the other part of body and get students to ask: What’s the matter? Then get other Ss to guess the problem. 2. Use body language to guide Ss to guess another two names of diseases: cold, cough. 3. Show Ss pictures of diseases half hidden, and get Ss to guess the names of diseases: fever, sore throat, toothache, sore back, cold, cough. Step3: Pair work Put the bandage on the part of a student’s body and ask: “What’s matter?” and guide him to use the pattern: I’m not feeling well. I have a… Then ask Ss to work in pairs and talk about health problems by using the bandage given and using the target language: What’s the matter? I’m not feeling well. I have a … Step4 Presentation of expressions of giving advice 1. Tell Ss that I have a cold/cough, ask them: What should I do? Ss may give different answers, collect their answers and help them to use: You should/shouldn’t do… Then show some pictures of other diseases mentioned before and ask them to give advice to each problem by using target language: You should/shouldn’t do… During this activity, some phrases will be learned: lie down and rest, drink hot tea with honey, see a dentist, drink lots of water, take some medicine. 2. Show Ss two bags. In one bag, there are pieces of paper with problems while in the other one, there are pieces of paper with advice. Have a competition between boys and girls. Take turns to get paper. For example, one boy gets one paper with problem, and one girl get one paper with advice. The girl should say: What’s the matter with you? The boy should answer the question according to the

problem he got by saying: I’m not feeling well. I have a…If the girl got the right advice, she should answer it according to her paper: You should… If it is not, she should say: You shouldn’t, then give the right advice. The one who makes right sentence can get one point. Step5 Making a conversation Show Ss the picture in Section A 3a, ask them to look at the picture, and suppose they are the doctor, what they will ask the patient. Collect Ss’ answers and lead in the sentence: When did it start? Show the sample dialogue and ask Ss to complete it according to the picture orally. A: What’s the matter with you? B: I’m not feeling well. I have a _______. A: When did it start? B: About______ ago. A: Oh, that’s too bad. / I’m sorry to hear that. You should/shouldn’t ________ and you should/shouldn’t ________... B: Yes, I think so. A: _________________. B: Thank you, doctor. Step6 Role playing Ask Ss to make a four -people group, one of them is a doctor, the other three are patients. Ask the Ss to role play the dialogue above. Then ask several groups to perform before the class by using some tools: bandage, a uniform, a stethoscope. Ask other Ss to select the best doctor and the best patient.