人教版英语八年级下册Unit1 SectionA（1a-2d）名师教案

Unit1SectionA（1a-2d）名师教案1.0TeachingAnalysis教情 分析 定性数据统计分析pdf销售业绩分析模板建筑结构震害分析销售进度分析表京东商城竞争战略分析 1.1TeachingObjectives教学目标1.1.1Languagegoals语言目标1.1.1.1KeyWordsandChunks1.1.1.1.1Forapplying:matter,haveacold,stomachache,haveastomachache,foot,neck,stomach,throat,fever,lie,liedown,rest,cough,X—ray,toothache,headache,break,takebreaks,hurt,haveaheadache,seeadentistandgetanX—ray,takeyourtemperature,takebreaksawayfrom,withoutdoing,gotoadoctor,putsomemedicineonit,somehotteawithhoney,movemyneck1.1.1.1.2Forcomprehending:sore,haveafever,haveacough,haveasorethroat,haveasoreback1.1.1.2SentenceStructures1)What’sthematter?P12)What’sthematterwithBen?P13)Ihaveastomachache.P14)Heshouldliedownandrest.P25)Doyouhaveafever?P26)Whatshouldhedo?P27)Ithinkyoushouldliedownandrest.P28)ShouldIputsomemedicineonit?P39)HeshouldseeadentistandgetanX—ray.P410)Youshouldtakeyourtemperature.P21.1.1.3GrammarFocus1)What’sthematterwithsb.?(该句式常用来询问身体不适)2)Hehasasoreback./Hehasacold./Hehasaheadache/stomachache.(have+a(n)+名词表“身体不适”)3）Heshould/shouldn’tseeadentistandgetanX—ray.（should/shouldn’t+动词原形表“建议”意为“应该或不应该做某事”）4）Whatshouldshedo?(what询问正确的处理方法)5）Ifyourheadandneckstillhurttomorrow,thengotoadoctor.(条件状语从句，时态特点：主祈从现)6)That’sprobablywhy（youhaveaheadacheandcan’tmoveyourneck）.（这可能就是(你头痛和脖子不能动的)原因。本句可以理解为why后省略了括号内容部分，可以还原成一个表语从句）1.1.2Abilitygoals能力目标1.1.2.1Enablestudentstotalkabouthealthproblemswith“What’sthematterwithsb？”1.1.2.2Enablestudentstogiveotherssomerightadviceaccordingtotheirproblemswiththelanguagepoints.1.1.2.3Enablestudentstochooseahealthylifestyle.1.1.3Emotionalgoals情感目标1.1.3.1EncourageSstoimprovethecooperativespiritthroughpairworkandroleplaying.1.1.3.2EncourageSstocaremoreabouttheirlifestylesandtheirfamilymembers’health.1.2Importantanddifficultteachingpoints教学重难点1.2.1Teachingkeypoints1.2.1.1TohelpSsmasterthepartsofthebody,thenamesoftheillnessandthephrasesofgivingadvice.1.2.1.2ToenableSstotalkabouthealthproblemsbyusing“What’sthematter?Ihavea…”andgiveadvicebyusing“should”.1.2.1.3TohelpSsfindoutthedifferentwaystoexpressthehealthproblems,giveappropriateadviceandmakeaclearmindmap.1.2.2Teachingdifficultpoints1.2.2.1Tolearntotalkabouthealthproblemsbyusing“What’sthematter?Ihavea…”.1.2.2.2Tolearntogiveappropriateadvicetothecertainhealthproblems.1.2.2.3TohelpSsfindoutthedifferentwaystoexpressthehealthproblems,giveappropriateadviceandmakeaclearmindmap.2.0Studentanalysis学情分析2.1FundamentalState基本情况本单元的教学为八年级下期内容，学生已通过一年半的 初中英语 初中英语完形填空题解初中英语口语资料初中英语单元作业设计初中英语语法时态ppt初中英语作业布置浅谈 学习，理应对初中英语学习的要求基本明白，并已基本适应初中英语学习，具备英语学习的基本技能，初步掌握一些学习策略，只是经过一个月的寒假，尤其是春节期间的不规律生活，玩游戏，看电子产品过多，需要重新进行生活习惯和学习习惯强化与调整。而本单元的中心话题正好是谈论学生身体不适的询问和表达，以及如何给出合理的建议，形成健康，安全的生活习惯。学习内容从学生已知出发，通过让学生自己完成身体不适的表达思维图，从谈论自己或身边人的身体不适出发，引导学生从自己身体部位入手进行教学引入，再扩展到谈论身体不适的不同表达方法，再到后面的给出合理的建议，为后面课型逐步引入本单元的教学活动奠定基础，这样不断扩展知识和能力，从而最终实现由已知区域到就近发展区，再到未知区域，从不熟悉到熟悉的学习体验过程。2.2KnowledgeReserve知识储备通过一年半的学习和积累，学生积累了一定的词汇量，接触到了常见的话题和功能项目。在Book7BUnit9Whatdoeshelooklike?中已学习了身体各部位的表达法，Book8BUnit3I’mmoreoutgoingthanmysister.中已经学习了should的用法，教师从已知区域过渡到就近区域能够减少学生学习焦虑，增强自信心，培养学生的自主学习能力。2.3Classdata本班实际本班学生有比较明确的学习目的，能够在小组活动中互相帮助，积极与他人合作，敢于用英语进行表达。本课型谈论thebodyparts,thehealthproblems,injuries,adviceandtreatment,howtokeephealthy话题内容贴近学生、贴近生活，学生熟悉，有话可说，教师应该尽量创设情景，拓展思路，必要时帮助学生用英语进行准确表达。3.0Teachingmethods教法建议3.1Situationalteachingapproach情景教学法3.2Self—directedlearningmethod自主学习法3.3Discussionmethod讨论法4.0教学辅助blackboardandchalk,computer,projector,flashcard,apicturewithbodyparts5.0Teachingprocedures教学进程5.1Leading—inandwarming—up引入与激趣活动GreetSsandplayagame“hisbodyparts”.Tpointsatthemodal’spartsofbody,theotherSssaythenamesaloudiftheycan.Askstudentstoworkinpairs,studentspointattheirbodyparts,theirpartnerssaythenames.Givethenamesofbodypartsontheirpictures,exchangethepicturesandcheckthespelling.Readthepartsofbodytogether.Makesureeverystudentcanpronouncethenamescorrectly.Tcangivesomehelpifnecessary.5.2Newpointsinput新知输入5.2.1LanguagepresentationT:Inthespringfestival,therewassomethingwrongwithourmodal,nexthewillactouttheproblemshemet,askthemodaltoactouttwohealthproblems,Tasks“What’swrongwithhim?”Letstudentssayaloudiftheycanguess.ThenTmayfocustheirattentionon“What’sthematterwithhim?”questions.Askthemodaltoactoutmore,lettheSsanswerthequestion:“What’sthematterwithhim?”.ThenTwritesthesentencepatternontheBd:—What’sthematterwithhim?—Hehasacold/astomachache...TcanelicitSstogivemoredifferentproblemsinEnglish.IfSsdon’tknowhowtoexpresstheirideas,Tcanfindarighttimetohelpthem.Encouragethemtowritephrasesnexttothebodypartsontheirpictures.5.2.2Activity1a5.2.2.1Individualworkfirst,checkinpairs.Writethedifferentpartsofbodyonthepicture.Checktheanswersaccordingtotheirownpictureofbodypartsandproblems.5.2.2.2Readtheconversationsinthepictureabove1a,Workingroups,sharetheirideasaboutdifferentwaystoexpressthehealthyproblems.Theninvitedifferentspokesmentotalkabouttheirdifferentwaystoexpressthebodyproblems,addshortphrasesundertherightpicture.5.2.2.3Readthephrasestogether;trytomakeSsunderstandtheChinesemeanings.5.3Listeningpractice听力训练5.3.1Activity1b5.3.1.1Pre—listening.GetSstolookat1bandthepictureonPage1andasksomequestionstohelpthemmakeapredictionbeforelistening.Tplaystherecordingforthefirsttime.5.3.1.2While—listening.Listenforthefirsttime.Checktheanswers:Nancy___3___Sarah___1__David___2___Ben__5____Judy____4____Listenagain,matchtheproblemswiththerightreasonsontheppt.checktheanswersindividually.5.3.1.3Post—listeningPair—work.Give5picturesoftheSs’problems,andshowtheproblemswiththerightreasonsontheright,givetheSs50secondstoprepareatleast3conversationsaccordingtothelisteningmaterial.Checkoneline.5.3.2Activity2a,2b2aand2bprovidelisteningpracticeusingthetargetlanguage.5.3.2.1Pre—listening.GetSstolookat2aandthepictureonPage2andasksomequestionstohelpthemmakeapredictionbeforelistening.Sscanwritesomephrasesaboutthebodyproblemundereachpicture.ThencallSs’attentiontothepictureandaskthefollowingquestions:Whatisthematterwithhim/her?5.3.2.2While—listening.Listenforthefirsttime,numberthepictures.TcangiveSstheopportunitiestoshowtheiranswerswithawholesentence.Theanswersto2a:2,4,3,1,5.ThenTasksthequestion:InPicture1,shehasacoughandsorethroat,whatshouldshedo?Encouragestudentstogivedifferentanswers.Onegroupreadsthetreatmentsin2btogether,makesureallthestudentsknowthemeaning.Listenforthesecondtime,asksomeSstoshowtheiranswerswithawholesentence.Theanswersto2b:1,d2,a3,b4,c5,e.5.3.2.3Post—listening.Showthe5picturesonPPT,andgivethephrasesoftreatmentontheright,encourageSstogivesomeotherreasonabletreatments.Makeconversationwiththeirpartners.5.4OralOutput口语输出Activity2dtalksaboutrealproblemsintheirdailylife.5.4.1TcanguideSstounderstandthewholeconversation.TcanplaytherecordingforSstolistenandrepeat.ReadtheconversationinrolesbetweenMandyandLisa.5.4.2TcanencourageSstoreadtheconversationaloneandfindouttheanswerstothefollowingquestions:Q1:What’sthematterwithLisa?Q2:WhatdidLisadoontheweekend?Q3:What’sMandy’sadvice?Q4：Howaboutyou?Howtokeephealthywhenyouusecomputersorcellphones?5.4.3GetSstosharetheiranswersandchecktheanswersto1—3together,thinkabouthowtousetheircomputersandcellphones,givethem2minstodiscussingroups,sharetheirideas.5.4.4AskSstopracticeseveraltimesandasksomepairstocometothefrontandactouttheirownconversationsorrole—playtheconversationonly.5.4.54a,fillintheblanksandpracticetheconversations.AskSstodoitwithin1—2minutes,checktheanswersinpairs.DividetheSsinto3groups,recitetheconversationin1minute.5.5SentenceInterpretation难句理解5.5.1Shetalkedtoomuchyesterdayanddidn’tdrinkenoughwater。她昨天说话太多，并且没有喝足够的水。toomuch此处做副词词组，修饰不及物动词。也可以接不可数名词或直接做名词。muchtoo用法和very相同。enoughadj./adv.,修饰名词前置，修饰形容词，副词，动词后置。5.5.2Youshoulddrinksomehotteawithhoney.你应该喝些加蜂蜜的热茶。IthinkIsatinthesamewayfortoolongwithoutmoving.我想我以一个姿势坐得太久而没有活动。with—without做介词+doing，他们是一对反义词。with,意为“具有，带有”，without，“无，没有”。5.5.3What’sthematterwithBen?询问某人身体不适或是遇到何种麻烦。可以和:What’swrongwithsb.?What’sup?What’stheproblem/troublewithsb.?互换。5.5.4Ihaveacoughandsorethroat.我咳嗽并且嗓子疼。IhurtmyselfwhenIplayedbasketballyesterday.昨天打篮球时我伤到了自己。Ihaveastomachache.我胃疼。身体不适的几种表述方法：have+a(n)+名词（疾病）have+a+部位+achehave+a+sore+部位hurt/cut…+sb.5.5.5Youneedtotakebreaksawayfromthecomputer.你需要休息一下，远离电脑。Takebreaks/takeabreakawayfrom远离…休息5.5.6That’sprobablywhy（youhaveaheadacheandcan’tmoveyourneck）.这可能就是(你头痛和脖子不能动的)原因。本句可以理解为why后省略了括号内部分，可还原成一个表语从句。5.5.7IthinkIsatinthesamewayfortoolongwithoutmoving.我认为我以相同的姿势一动不动的坐得太久了。inthesameway:以相同的方式，以同样的方法。5.6SentenceApplying好句运用5.6.1What’sthematterwithJudy?(P1)【原句翻译】_____________________________________________________________________【仿写造句】What’sthematterwith…_____________________________________________________________________5.6.2IthinkIsatinthesamewayfortoolongwithoutmoving.(P2)【原句翻译】_____________________________________________________________________【仿写造句】…withoutdoing_____________________________________________________________________5.6.3Youneedtotakebreaksawayfromthecomputer.(P2)【原句翻译】_____________________________________________________________________【仿写造句】…takebreaksawayfrom…_____________________________________________________________________5.7Summary5.7.1GuideSstoworkingroupsandtalkabout:Q1:Whathaveyoulearntinthisperiod?Q2:Whatdoyoustillhaveproblemwith?Q3:Howwillyouworkouttheproblems?5.7.2Makeaclearmindmapaboutthehealthproblemsandadviceingroups,5.7.3GettheGroupleader(GL)tomakeareportabouttheirsummary.PutsomekeypointsontheBdtoformaclearmindmap.6.0Homework课后作业TcanaskSstohaveadiscussionaboutdifferentwaystotalkabouthealthproblems,andsharetheiradviceafterclass.TalsocanaskSstomakeasurveyabouthowtousecomputersandcellphonesafterclass,theywillshowtheirsurveynextclass,givetheirownadviceonhowtouseelectronicproducts.