Unit1 What's the matter教学设计2024-2025学年人教版英语八年级下册

人教版 Go for it 八年级下册第一单元 Section A 教学设计 一、教学目标 （一）语言知识目标 1. 学生能够掌握以下重点词汇和短语： - 名词：matter, stomachache, headache, fever, cough, toothache, backache, throat, neck - 动词及短语：have, hurt, lie, lie down, rest, cough, take one's temperature, have a cold, have a stomachache, have a fever, have a cough, have a toothache, have a backache - 句型：What's the matter? I have a... ；Should I...? You should/shouldn't... 2. 学生能够理解并运用所学词汇和句型询问他人的健康状况并给出合理建议。 （二）语言技能目标 1. 能听懂有关健康问题及建议的对话，获取关键信息。 2. 能够用英语准确地描述自己或他人的健康问题，并针对这些问题给出恰当的建议。 3. 能够正确朗读对话和短文，注意语音、语调、连读和停顿。 4. 能够根据提示，用所学语言知识编写关于健康问题及建议的对话或短文。 （三）情感态度目标 1. 引导学生关注自身及他人的身体健康，培养健康意识和关爱他人的良好品质。 2. 通过合作学习，培养学生的团队合作精神和交流能力，增强学生学习英语的自信心。 （四）学习策略目标 1. 鼓励学生积极运用所学英语进行交流，培养学生在真实情境中运用语言解决问题的能力。 2. 引导学生学会总结归纳，构建知识体系，提高自主学习能力。 （五）文化意识目标 了解中西方在健康观念和就医习惯等方面的差异，拓宽学生的文化视野。 二、教学重难点 （一）教学重点 1. 掌握询问健康问题及给出建议的相关词汇、短语和句型。 2. 能听懂、会说、会读、会写与健康问题及建议相关的对话和短文。 （二）教学难点 1. 正确运用should和shouldn't提出合理的建议，并能根据不同的健康问题进行灵活运用。 2. 能够在实际情境中自然流畅地运用所学语言知识进行交流，提高语言综合运用能力。 三、教学方法 1. 情境教学法：创设真实的生活情境，如医院、诊所等，让学生在情境中感受和运用英语，提高语言实际运用能力。 2. 任务驱动法：设计各种任务，如角色扮演、小组讨论、制作海报等，让学生在完成任务的过程中主动学习和运用语言，培养学生的自主学习能力和合作精神。 3. 多媒体教学法：利用图片、音频、视频等多媒体资源，丰富教学内容和形式，激发学生的学习兴趣，提高教学效果。 4. 小组合作学习法：将学生分成小组，共同完成各项学习任务，培养学生的团队合作精神和交流能力，让学生在合作中相互学习、共同进步。 四、教学过程 （一）Warming - up（5分钟） 1. 播放一段关于健康生活的视频，如人们在公园里跑步、做瑜伽、吃健康食物等场景。视频播放结束后，教师提问学生：“What do you think is important for good health?”引导学生积极思考并回答问题，从而引出本节课的主题——谈论健康问题。 2. 教师展示一些与健康相关的图片，如医生、医院、各种疾病的症状等，让学生用英语说出他们所看到的图片内容，复习已学的相关词汇，为新课的学习做好铺垫。 （二）Presentation（10分钟） 1. 词汇教学 - 教师利用PPT依次展示新单词的图片，如一个人捂着肚子表示stomachache，头疼的图片表示headache等，同时教授新单词的发音、拼写和词义。教师可以采用领读、学生跟读、个别朗读等方式，让学生熟练掌握新单词的发音。 - 教授短语时，教师通过动作示范，如lie down（躺下）、take one's temperature（量体温）等，帮助学生理解短语的含义，并让学生模仿动作，加深记忆。 - 让学生两人一组，互相检查单词和短语的读音和拼写，教师巡视并给予指导。 2. 句型教学 - 教师通过创设情境，假设自己身体不舒服，引导学生用“What's the matter?”来询问自己的健康状况，然后教师回答：“I have a headache.”并板书这个句型，让学生理解其含义和用法。 - 教师继续创设不同的情境，让学生用新学的词汇替换句型中的内容，进行问答练习，如： A: What's the matter? B: I have a cough. A: What's the matter? B: I have a toothache. - 教师呈现一些含有should和shouldn't的句子，如“You should drink more water.” “You shouldn't eat too much junk food.”让学生观察句子，理解should和shouldn't的含义和用法，即should表示“应该”，用于提出建议；shouldn't表示“不应该”，是should的否定形式。 - 教师给出一些健康问题的情境，让学生用should或shouldn't给出建议，如： - If you have a cold, you should stay in bed and have a good rest. - If you have a toothache, you shouldn't eat too many sweets. （三）Listening（10分钟） 1. 教师告诉学生将听到一段关于健康问题的对话，让学生先浏览1b中的图片和句子，对听力内容有一个初步的了解。 2. 播放录音，让学生听对话，并根据所听到的内容，将图片与对应的句子进行匹配。播放录音前，教师可以提醒学生注意关键词，如疾病名称、建议等。 3. 播放录音两遍后，核对答案，让学生说出自己选择的依据。对于学生理解有困难的地方，教师可以再次播放录音，进行重点讲解。 4. 让学生模仿录音中的语音、语调，两人一组朗读对话。 （四）Pair - work（10分钟） 1. 让学生根据1b中的图片和对话，两人一组进行角色扮演。一个学生扮演生病的人，另一个学生扮演医生，进行看病的对话。对话内容可以参考1b中的句子，也可以根据自己的想象进行拓展。 A: What's the matter? B: I have a stomachache. A: How long have you been like this? B: Since this morning. A: You should lie down and rest. And don't eat anything for two hours. B: OK. Thank you. 2. 教师巡视各小组的活动情况，给予必要的指导和帮助。鼓励学生大胆开口说英语，注意语音、语调的自然流畅。 3. 邀请几组学生到讲台前进行展示，其他学生认真观看，并进行评价。教师对学生的表现给予肯定和鼓励，同时指出存在的问题和不足，提出改进的建议。 （五）Listening（10分钟） 1. 教师让学生翻开课本，浏览2a和2b中的问题和句子，明确听力任务。 2. 播放录音，让学生听对话，完成2a和2b的任务。2a要求学生圈出所听到的问题，2b要求学生根据对话内容，选择正确的建议。 3. 播放录音两遍后，核对答案。教师可以针对学生的答题情况，对听力内容进行详细的讲解，帮助学生理解对话中的重点词汇、短语和句型。 4. 让学生再次听录音，跟读对话，注意模仿录音中的语音、语调、连读和停顿。 （六）Group - work（10分钟） 1. 将学生分成小组，每组4 - 5人。教师为每个小组提供一些写有健康问题的卡片，如： - I have a fever. - I cut my finger. - I have a sore throat. - I have a backache. - I have a toothache. 2. 每个小组抽取一张卡片，然后讨论针对卡片上的健康问题可以给出哪些建议。小组讨论时，学生可以运用所学的should和shouldn't句型，如： - If you have a fever, you should take your temperature and drink a lot of water. You shouldn't go out and play. - If you cut your finger, you should clean the cut and put a bandage on it. You shouldn't touch dirty things. 3. 每个小组推选一名代表，向全班汇报小组讨论的结果。其他小组的学生可以进行补充和提问，教师进行总结和点评。 4. 教师引导学生对各小组的讨论结果进行总结归纳，整理出常见健康问题的应对建议，形成一份健康小贴士。 （七）Summary（5分钟） 1. 与学生一起回顾本节课所学的重点词汇、短语和句型，如： - 词汇：matter, stomachache, headache, fever, cough, toothache, backache, throat, neck, hurt, lie, lie down, rest, cough, take one's temperature, have a cold, have a stomachache, have a fever, have a cough, have a toothache, have a backache - 句型：What's the matter? I have a... ；Should I...? You should/shouldn't... 2. 总结询问健康问题及给出建议的方法和注意事项。 3. 强调关注健康的重要性，鼓励学生在日常生活中养成良好的生活习惯，保持健康的身体。 （八）Homework（5分钟） 1. 背诵本节课所学的单词、短语和对话。 2. 用英语写一篇短文，描述自己或家人曾经遇到的一次健康问题，并写出是如何解决的。 3. 制作一张关于健康生活的手抄报，内容可以包括健康饮食、运动、睡眠等方面的知识和建议。下节课与同学们分享。 五、教学资源 1. 人教版 Go for it 八年级下册英语教材。 2. 多媒体课件，包含与健康问题相关的图片、音频、视频等教学资源。 3. 单词卡片、写有健康问题的卡片等教学道具。 六、教学反思 在本节课的教学过程中，我通过多种教学方法和手段，如情境教学法、任务驱动法、多媒体教学法和小组合作学习法等，激发了学生的学习兴趣，提高了学生的参与度，使学生在轻松愉快的氛围中掌握了询问健康问题及给出建议的相关知识和技能。同时，通过角色扮演、小组讨论等活动，培养了学生的语言综合运用能力和团队合作精神。 然而，在教学过程中也存在一些不足之处。例如，在听力教学环节，部分学生对听力内容的理解还存在一定的困难，尤其是对于一些语速较快、含有连读和弱读的句子。在今后的教学中，我将加强听力训练，教给学生一些听力技巧，如预测听力内容、抓住关键词等，提高学生的听力水平。另外，在小组活动中，个别学生的参与度不够高，存在“搭便车”的现象。在今后的教学中，我将更加关注学生的个体差异，鼓励每个学生积极参与课堂活动，让每个学生都能在英语学习中获得进步和提高。 人教版 Go for it 八年级下册第一单元 Section B 教学设计 一、教学背景 （一）教材分析 本单元围绕“健康问题和事故”这一话题展开，Section B 是在 Section A 学习了常见健康问题及表达身体不适的基础上，进一步深入学习如何针对健康问题提出建议以及阅读有关健康问题的文章并进行写作。教材内容丰富，通过不同的语篇和活动，帮助学生巩固和拓展语言知识，提升综合语言运用能力，同时培养学生关爱他人、关注健康的意识。 （二）学情分析 八年级学生经过一年多的英语学习，已经具备了一定的语言基础和学习能力，对与生活相关的话题比较感兴趣。他们能够用简单的英语表达自己的想法，但在语言的准确性和流畅性方面还有待提高。在本单元的学习中，学生对常见健康问题已有初步了解，在 Section B 的学习中，需要引导他们进一步深入学习，提升在实际情境中运用英语解决问题的能力。 二、教学目标 （一）知识目标 1. 学生能够掌握以下重点词汇和短语：herself, knee, nosebleed, breathe, sunburned, ourselves, cough, toothache, headache, stomachache 等；理解并运用短语：get off, to one's surprise, right away, get into 等。 2. 学生能够理解并运用以下重点句型： - What's the matter with him? He has a stomachache. - He should lie down and rest. - Did you hurt yourself playing soccer? - You need to take breaks away from the computer. 3. 学生能够读懂关于健康问题和事故的文章，理解文章大意及细节信息。 （二）能力目标 1. 通过阅读、听力、口语和写作等活动，培养学生获取信息、处理信息和表达信息的能力。 2. 能够根据实际情况，运用所学知识，针对健康问题提出合理的建议。 3. 能够用英语描述自己或他人的健康问题，并进行简单的交流。 （三）情感目标 1. 培养学生关爱他人、乐于助人的品质。 2. 增强学生的健康意识，引导学生养成良好的生活习惯。 三、教学重难点 （一）教学重点 1. 重点词汇、短语和句型的学习与运用。 2. 阅读文章的理解与分析，掌握阅读技巧。 3. 能够根据健康问题提出恰当的建议。 （二）教学难点 1. 运用所学知识，准确地描述健康问题和提出建议。 2. 提高学生的阅读理解能力，特别是对文章细节的理解和推理判断能力。 3. 引导学生在写作中正确运用所学词汇和句型，表达清晰、逻辑连贯。 四、教学方法 1. 情境教学法：创设真实的生活情境，如医院、运动场景等，让学生在情境中感受和运用英语，提高语言交际能力。 2. 任务驱动法：设计各种任务，如阅读任务、听力任务、口语任务和写作任务等，让学生在完成任务的过程中主动学习和运用知识。 3. 合作学习法：组织学生进行小组合作学习，共同完成讨论、对话、写作等活动，培养学生的合作意识和团队精神。 4. 多媒体辅助教学法：运用图片、视频、音频等多媒体资源，丰富教学内容和形式，激发学生的学习兴趣。 五、教学准备 1. 多媒体课件，包含与健康问题相关的图片、视频、音频等资料。 2. 制作单词卡片、教学道具，如模拟的医疗箱等。 3. 准备课堂练习和课后作业的相关资料。 六、教学过程 （一）Lead - in（5 分钟） 1. Greetings T: Hello, boys and girls! How are you today? S: Fine, thank you. And you? T: I'm a little tired because I stayed up late last night. But I'm still happy to see you all. Before we start our new lesson, let's enjoy a short video. 2. Play a video about different people having various health problems, such as a boy with a toothache, a girl with a headache, and a man with a stomachache. T: After watching the video, what can you see? S: People have different health problems. T: Exactly. We may have health problems at any time. Do you know how to deal with them? That's what we are going to learn today in Section B. （二）Pre - reading（10 分钟） 1. Vocabulary teaching - Show some pictures of body parts on the PPT, such as knee, nose, tooth, head, stomach, etc. And teach the new words: knee, nosebleed, toothache, headache, stomachache. - Use the pictures to explain the words. For example, point to the picture of the knee and say, “This is our knee. If we fall down, we may hurt our knees.” - Let students repeat the words several times to make sure they can pronounce them correctly. - Do a quick word - game: “I say, you point.” The teacher says a body - part word, and the students quickly point to the corresponding part of their body. 2. Presentation of key phrases - Present the phrases “get off”, “to one's surprise”, “right away”, “get into” one by one. Use simple sentences to explain their meanings. - For example, “We should get off the bus at the next stop.” “To my surprise, he passed the exam easily.” “You must finish your homework right away.” “Don't get into the habit of smoking.” - Let students make their own sentences with these phrases to practice using them. （三）While - reading（20 分钟） 1. Fast - reading - Let students read the passage in 2b quickly and answer the following questions: - What's the matter with the driver? - What did the passengers do? - Give students 2 - 3 minutes to read and answer. Then check the answers. - T: Now, let's check the answers. Who can tell me what's the matter with the driver? - S: The driver had a heart problem. - T: Very good. And what did the passengers do? - S: They all agreed to go to the hospital with the driver. 2. Careful - reading - Let students read the passage again carefully and fill in the blanks in 2c. - The bus driver, Wang Ping, didn't think about ______. He only thought about ______ a life. He stopped the bus without ______ twice. He expected most or all of the passengers to ______ and wait for the next bus. But to his ______, they all agreed to go with him. Some passengers helped Mr. Wang to move the man ______ the bus. - After students finish, check the answers together. And explain some difficult sentences in the passage. - For example, “But to his surprise, they all agreed to go with him.” Explain “to one's surprise” means “making someone feel very surprised”. - “Some passengers helped Mr. Wang to move the man onto the bus.” Explain “onto” means “to a position on the surface of something”. 3. Group discussion - Divide the students into groups of four. Let them discuss the following questions: - What do you think of Wang Ping? - What would you do if you were one of the passengers? - Give students 5 minutes to discuss. Then ask some groups to share their ideas. - T: Now, let's share your ideas. Which group would like to start? - Group 1: We think Wang Ping is a very kind - hearted and responsible person. He didn't hesitate to help the sick man. If we were passengers, we would also help move the man and go to the hospital with them. - T: Great! Thank you for your sharing. What about other groups? （四）Post - reading（10 分钟） 1. Retelling the story - Ask a few students to retell the story in their own words according to the information in the passage. First, let them prepare for 2 - 3 minutes, and then ask them to retell. - T: Now, I want some of you to retell the story. You can use your own words. Who would like to have a try? - S1: Wang Ping was a bus driver. One day, when he was driving, a man on the bus had a heart problem. Wang Ping stopped the bus right away. He didn't think about himself. The passengers all agreed to help and they took the man to the hospital together. - T: Well done! You retold the story clearly. 2. Role - play - Let students do a role - play. Suppose one student is a doctor, and the other students are patients with different health problems. The patients describe their problems to the doctor, and the doctor gives them advice. - Give students 5 minutes to prepare. Then ask some pairs to come to the front of the class and act it out. - T: Now, it's time for role - play. I'm looking forward to your wonderful performance. （五）Listening（10 分钟 1. Pre - listening - Show some pictures related to the listening material on the PPT, such as a girl with a fever, a boy with a cut on his hand. Let students guess what health problems they may have and what advice they should get. - T: Look at these pictures. What do you think is wrong with these people? - S1: The girl may have a fever. - S2: The boy may have a cut on his hand. - T: Good guesses. Now, let's listen to the tape and find out the answers. 2. While - listening - Play the recording of 1b for the first time. Let students listen carefully and number the pictures in 1b. - After playing, check the answers. - T: Now, let's check the answers. What's the order of the pictures? - S: 3, 2, 1. - Play the recording again. This time, let students listen and fill in the blanks in 1c. - Girl 1: I think I'm ______. What should I do? - Doctor: You should lie down and rest. And you should drink some hot tea with ______. - Girl 2: I cut myself by accident. What should I do? - Doctor: First, put some ______ on the cut. Then put a ______ on it. - Boy: I have a ______. What should I do? - Doctor: You should take your ______ and see a doctor. - After playing, check the answers and explain some new words or phrases in the listening material, such as “have a fever”, “honey”, “medicine”, “temperature”. 3. Post - listening - Let students work in pairs. One student acts as a doctor and the other acts as a patient. They make a dialogue according to the listening material. Then ask some pairs to show their dialogues. - T: Now, it's your turn to make a dialogue. You can use the information in the listening. （六）Speaking（10 分钟） 1. Pair work - Let students look at the pictures in 2a. Each picture shows a person with a different health problem. - Ask students to work in pairs. They take turns to describe the health problems in the pictures and give advice. - For example, S1: Look at this picture. The boy hurt his knee while playing basketball. - S2: He should put some medicine on it and have a rest. - Give students 5 minutes to practice. Then ask some pairs to show their conversations. 2. Group discussion - Divide the students into groups of four. Let them discuss the following topic: “What should we do to keep healthy?” - Give each group a piece of paper and a pen. They write down their ideas. - After 5 minutes, ask each group to share their ideas with the whole class. - Group 1: We should eat a balanced diet, do more exercise, and get enough sleep. - Group 2: We should also wash our hands often, stay away from people who are sick, and keep a positive attitude. （七）Writing（10 分钟） 1. Pre - writing - Review the key words, phrases and sentences about health problems and giving advice. - T: Boys and girls, before we start writing, let's review what we have learned. Who can say some words about health problems? - S1: Toothache, headache, stomachache. - S2: Fever, cough. - T: Good. And what about the phrases for giving advice? - S3: Lie down and rest, take some medicine, drink more water. - Show a writing task on the PPT: Suppose your friend is not feeling well. He/She has a cold and a fever. Write an e - mail to him/her. Give him/her some advice on how to get well soon. - Let students think about the structure of the e - mail. What should be included in the beginning, the body and the end. 2. While - writing - Let students start writing their e - mails. Walk around the classroom and offer help if necessary. - Give students 8 - 10 minutes to write. 3. Post - writing - Ask students to exchange their e - mails with their partners. They read each other's e - mails and check for grammar, spelling and punctuation mistakes. - Then ask some students to read their e - mails to the class. After each student reads, let the other students give their comments. - T: Now, let's listen to some of your e - mails. After listening, you can give your comments. （八）Summary and Homework（5 分钟） 1. Summary - Summarize what we have learned in this class, including the new words, phrases, key sentences, reading and writing skills. - T: Boys and girls, today we have learned a lot. We learned some new words about health problems, such as knee, nosebleed, etc. And we also learned some useful phrases like “get off”, “to one's surprise”. We read a passage about a kind - hearted bus driver and his passengers helping a sick man. We also practiced listening, speaking and writing. 2. Homework - Ask students to write a short passage about their own health problems and how they solved them. - Encourage students to share their health - keeping tips with their families and friends. 七、教学反思 在本堂课的教学中，通过多种教学方法和活动，学生积极参与课堂，对健康问题和提出建议的相关知识有了较好的掌握。在阅读教学中，通过快速阅读和仔细阅读，培养了学生的阅读技巧和理解能力。在口语和写作教学中，学生能够运用所学知识进行交流和表达。然而，在教学过程中也存在一些不足之处，例如在小组讨论环节，部分学生参与度不够高，在今后的教学中需要进一步引导和鼓励。另外，在时间把控上还可以更加精准，确保每个教学环节都能更充分地展开。 学科网（北京）股份有限公司 $$