Unit 1 第1课时Section A(1a～2d)（教学设计） 2024-2025学年人教版英语八年级下册

授课教材 人教版八年级下册 授课题目 Unit 1 What’s the matter? Section A (1a-2d) 课时 课型 第 1 课时 听说课 主题情境 人与自我 教学目标Teaching Aims 1. Knowledge Aims 1) Students can master the new words and phrases about body parts and health problems, such as “headache”, “stomachache”, “toothache”, “sore throat”, “have a cold” etc. 2) Students can understand and use the key sentence patterns to ask about and describe health problems, like “What's the matter?” “I have a...” 2. Ability Aims 1) Students are able to talk about health problems and give simple advice in daily conversations. 2) Develop students' listening and speaking skills through pair - work and group - work activities. 3. Emotional Aims 1) Cultivate students' awareness of caring for their own and others' health. 2) Enhance students' confidence and enthusiasm in English learning through active participation in class activities. 教学重点 Key Points 1. Master the pronunciation, spelling and usage of new words and phrases about health problems. 2. Use the target language “—What’s the matter? —I have a ….” accurately and fluently to express and inquire about health problems. 教学难点 Difficult Points 1. Use appropriate words and expressions to describe different health problems precisely. 2. Apply the target language in various real - life communication situations appropriately. 教学方法 Teaching Methods PPP (Presentation, Practice, Production) Model, Communicative Approach, Task - based Language Teaching Method 教学工具 Teaching Aids Multimedia projector, blackboard, word cards, picture cards 教学过程 Teaching Procedures I. Warming - up (3 minutes) 1. Greet students and show pictures of body parts on PPT. Review body part names quickly with students, like "head", "neck", etc. by flashing pictures. 2. Pose simple questions like "Do you exercise to stay healthy?" to introduce the health topic. II. Presentation (12 minutes) 1. Vocabulary Presentation 1) Present health - problem words and phrases. For example, show a picture of a person with a hand on the head, say "He has a headache", write it on the blackboard, and explain pronunciation and spelling. 2) Teach other terms in the same way. 3) Have students repeat. 2. Sentence Pattern Presentation 1) Use pictures to introduce key sentence patterns. 2) Point to the headache-picture and ask "What's the matter with him?", guide students to answer "He has a headache", then write the sentence patterns on the blackboard. 3) Explain usage and let students make sentences. III. Practice (20 minutes) 1. 1a Activity: Instruct students to look at 1a pictures, match problems with pictures individually, and then check answers together. 2. Listening Practice (1b, 2a & 2b) 1) 1b Pre - listening: Have students predict what they'll hear based on pictures and learned words. 2) 1b While - listening: Play 1b recording twice. First, students just listen. Second, they number problems in the heard order. 3) 1b Post - listening: Check answers. Play again if needed and have students repeat sentences. Do the same for 2a and 2b. In 2a, students circle heard problems. In 2b, they fill in blanks. 3. Pair - work Practice Have students work in pairs, with one as a doctor and the other as a patient. They make dialogues using learned sentences. Walk around to offer help. IV. Production (12 minutes) 1. 2d Role - play 1) Students read 2d conversation silently first, then aloud with the teacher. 2) Teacher explain language points like "What should I do?" and "Should I...?". 3) Students practice in pairs and then act out roles in groups of three, adding creativity. 2. Group Discussion 1) Divide students into groups of 4 - 5. Give each group a health - related topic, like "How to prevent the flu in winter?". Each group discusses and a representative reports the results. 2) Real - life Simulation： Set up a “clinic” in the classroom. Some students act as doctors and some act as patients. The “patients” go to the “doctors” to describe their health problems using the target language, and the “doctors” listen and try to give some simple responses. V. Summary (3 minutes) 1. Review the new words and expressions about health problems on the blackboard, asking students to read them aloud one by one. 2. Summarize the target language pattern “—What's the matter? —I have a …” and emphasize its usage in daily communication. 作业设计 Homework Design 1. Write down at least five sentences using the new words and expressions to describe different health problems. 2. Practice the dialogue with your partner and try to create a new one at home. 板书设计 Blackboard Design 教学反思 Teaching Reflection and Evaluation 1. Teaching Reflection 1) In the presentation stage, pictures are engaging, but some complex words may still be hard for students. More real - life examples could be beneficial. 2) During practice, most students participated actively, but some were shy in the production stage. More encouragement and individual help are required. 2. Teaching Evaluation · Formative Evaluation 1) Observe students' participation in class activities, including their performance in pair work, group work and real - life simulation. Evaluate their speaking skills, cooperation ability and enthusiasm. 2) Check students' responses during the question - and - answer sessions to assess their understanding of the new knowledge. · Summative Evaluation 1) Examine students' written homework to evaluate their ability to use the new words and expressions accurately in sentences. 2) In future classes, design a small quiz to test students' overall mastery of the content in this lesson, including vocabulary, grammar and communication skills. 学科网（北京）股份有限公司 $$