Unit 1 第4课时Section B(1a～1d)（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 B (1a-1d) 课时 课型 第 4 课时 听说课 主题情境 人与自我 教学目标Teaching Aims (基于英语学科核心素养) 1. Language Competence: 1) Students will be able to accurately read, write, and use new words and phrases related to health problems, such as “nosebleed”, “breathe”, “sunburned”, “hurt oneself”. 2) They can proficiently use the target language structures “What's the matter?”, “What should I do?”, “You should...” to have conversations about health issues and offer advice. 3) Improve students’ listening and speaking skills through listening to the dialogue in 1c and participating in role-plays and group discussions. 2. Cultural Awareness: 1) Let students understand the importance of health and first-aid knowledge in different cultures. 2) Cultivate students’ awareness of caring about others' health and building a harmonious social environment. 3. Thinking Quality: 1) Encourage students to analyze different health problems and come up with reasonable solutions, thereby enhancing their problem-solving and logical thinking abilities. 2) Develop students’ critical thinking skills by evaluating different advice on health problems. 4. Learning Ability: 1) Guide students to use various learning strategies, such as context-guessing, note-taking, and group cooperation, to improve their autonomous learning ability. 2) Enable students to summarize and reflect on what they have learned in this class, and set up learning goals for the next step. 教学重点 Key Points 1. Master the new vocabulary and expressions related to health problems. 2. Use the target language structures to talk about health problems and give appropriate advice. 教学难点 Difficult Points 1. Use accurate language to describe complex health problems and provide practical advice. 2. Enable students to apply the learned knowledge in real-life communication scenarios and express their own views creatively. 教学方法 Teaching Methods Teaching Methods PPP (Presentation, Practice, Production) model, task-based teaching method, communicative approach 教学工具 Teaching Aids Multimedia projector, blackboard, handouts 教学过程 Teaching Procedures 1. Lead - in (5 minutes) Greet the students and start a free talk about the weekend. Ask students if they or someone they know had any health problems during the weekend. Show some pictures of people with common health problems on the screen, such as a person with a cut finger, a person with a backache. Then ask students to describe the pictures using the sentence “What's the matter? He/She has...” 2. Presentation (10 minutes): Present the new words and phrases in 1a one by one. Use pictures, gestures, and simple explanations to help students understand their meanings. For example, show a picture of a person with a nosebleed and say “Look, this person has a nosebleed.” Teach students to read the words and phrases after the teacher. Then, ask them to read in groups and check one by one. Write some key words and phrases on the blackboard, such as “nosebleed”, “breathe deeply”, “get hit on the head”. Present the sentences in 1b. Read the sentences aloud and ask students to repeat. Explain the key language points, such as “should” for giving advice and “hurt oneself”. 3. Practice (15 minutes) : Listening practice: Play the recording of 1c twice. The first time, ask students to listen and match the problems with the advice. The second time, ask them to check their answers. Then, check the answers with the whole class. Pair-work: Ask students to work in pairs. One student describes a health problem using “What's the matter? I have...” and the other gives advice using “You should...”. Then they change roles. Walk around the classroom to monitor and help them. Drill: Write some health problems on the blackboard randomly, such as “toothache”, “stomachache”. Ask students to quickly give corresponding advice. 4. Production (10 minutes): Group work: Divide the students into groups of four or five. Give each group a set of cards with different health problems on them. Each group member takes turns to pick a card, describe the problem, and the other group members give advice. Role-play: Select some groups to perform their role - plays in front of the class. Encourage other students to listen carefully and give feedback. 5. Summary (5 minutes): Summarize the main content of this class, including new words, phrases, and the target language for talking about health problems and giving advice. Ask students to summarize what they have learned in terms of language knowledge, cultural awareness, thinking ability, and learning ability. 作业设计 Homework Design 1. Ask students to write a short dialogue about a health problem situation they may encounter in daily life, including the description of the problem and the advice given. 2. Encourage students to search for more first-aid knowledge about different health problems on the Internet. 板书设计 Blackboard Design 教学反思 Teaching Reflection and Evaluation Formative Evaluation： 1. Observe students' performance in class, including their participation in group activities, listening, speaking, and interaction abilities. 2. Provide timely feedback and encouragement to students during the class, focusing on their language use, thinking process, and cooperation ability. Summative Evaluation 1. Check students' homework to evaluate their understanding and application of the knowledge learned in this class. 2. Conduct a small quiz at the end of the unit to assess students' overall learning outcomes in terms of language competence, cultural awareness, thinking ability, and learning ability. 学科网（北京）股份有限公司 $$