八年级上Unit2Topic1教学设计

时间：2021-02-25 08:57:59 教学设计我要投稿

八年级上Unit2Topic1教学设计

　　Ⅰ.Teaching aims and demands 教学目标

八年级上Unit2Topic1教学设计

　　1. Learn some new words and phrases:

　　toothache, dentist, have a cold, cough, take a rest, fever, flu, headache, at night, coffee, tea, plenty, plenty of, boiled water, lift

　　2. Learn some useful sentences:

　　(1)I have a toothache.

　　(2)I’m sorry to hear that.

　　(3)I have a bad cold.

　　3. Learn the modals for giving advice:

　　(1)You should see a dentist.

　　(2)You shouldn’t drink coffee or tea in the evening.

　　4. Talk about illnesses.

　　5. Learn to express sympathy for a patient and give some advice to the patients.

　　Ⅱ. Teaching aids 教具

　　图片/录音机/卡片/小黑板

　　Ⅲ. Five-finger Teaching Plan 五指教学方案

　　Step 1Review 第一步复习(时间:5分钟)

　　通过谈论奥运会进入本单元话题，引出本节课的部分单词。

　　(通过复习上个单元有关运动、奥运会的话题，导入新课。)

　　T: Boys and girls, now we know something about the 2008 Beijing Olympics. I want to ask you some questions. What’s the slogan of the 2008 Olympic Games?

　　Ss: One World, One Dream.

　　T: Good! Then what’s the symbol of the Olympic Games?

　　Ss: The Olympic rings.

　　T: What’re the colors of the rings?

　　Ss: They are blue, yellow, black, green and red.

　　T: Do you like sports, S1?

　　S1: Yes, very much.

　　T: What kind of sport do you often do in your free time?

　　S2: I often play football.

　　S3: Sometimes I play tabletennis with my classmates.

　　S4: I skate in winter and swim in summer.

　　T: Why do you like sports?(运用肢体语言，启发学生回答。)

　　S4: Sports can make us strong and healthy.

　　T:I think so. Wonderful! Doing sports is a good way to keep healthy. Do you agree with me? (教师面带微笑，亲切地询问。)

　　Ss: Yes!

　　Step 2Presentation 第二步呈现(时间:15分钟)

　　通过师生对话及听力活动，呈现1a内容，学习部分生词与短语，培养学生的听说能力。

　　1. (师生对话，谈论健康话题。)

　　T: In this lesson, let’s talk about health.

　　(板书本单元标题并注意healthy与health关系及区别。)

　　keeping healthy

　　T: How are you feeling today, S1?

　　S1: I’m fine, thank you, and you?

　　T: I’m not very well. I think I have a cold. (说着，老师形象地表现出生病的样子。)

　　(板书并要求学生掌握。)

　　have a cold

　　T: What should I do? (老师可用动作启发学生。)

　　Ss: You should go to see a doctor. (帮助学生回答。)

　　T: We can also say “You’d better go to see a doctor.”

　　(板书本话题标题。)

　　You’d better go to see a doctor.

　　(板书同义句并要求学生掌握。)

　　You’d better go to see a doctor. = You should go to see a doctor.

　　(教师出示图片。)

　　T: Please look at the picture. What’s wrong with Kangkang? We can also ask “What’s the matter with Kangkang?”

　　(板书并要求学生掌握。)

　　What’s wrong with Kangkang? = What’s the matter with Kangkang?

　　(老师作牙痛状引导学生回答。)

　　Ss: There is something wrong with his mouth.

　　T: Oh. No, I think he has a toothache. (作牙痛状，令学生明白其意思。) What should he do?

　　Ss: He should see a doctor.

　　T: Yes, he should see a dentist.

　　(板书并要求学生掌握。)

　　toothache, dentist

　　(教师引导学生用What’s wrong with you?或What’s the matter with you?句式提问，教师表演并回答。)

　　Ss: What’s wrong with you? (教师作咳嗽状。)

　　T: I have a cough.

　　Ss: What’s the matter with you? (教师作头疼状。)

　　T: I have a headache.

　　(板书并要求学生掌握。)

　　cough, headache

　　Ss: What’s wrong with you?(教师作背痛状。)

　　T:I have a backache.

　　(板书并要求学生理解。)

　　backache

　　Ss: What’s wrong with you?(教师出示一张显示某人发烧的图片，并做回答。)

　　T:I have a fever.

　　(板书并要求学生掌握。)

　　fever

　　Ss: What’s the matter with you?(教师作流鼻涕状。)

　　T:I have the flu.

　　(板书并要求学生掌握。)

　　flu

　　Ss: What’s wrong with you?(教师作胃痛状。)

　　T:I have a stomachache.

　　(板书并要求学生理解。)

　　stomachache

　　Ss: What should you do?(作休息状。)

　　T:I should take a rest.

　　(板书并要求学生掌握。)

　　take a rest

　　2. (要求学生出示教师事先准备好的图片，分组来表演，以巩固上面的内容。)

　　3. (让学生听1a录音，并回答问题)

　　T: There’s something wrong withKangkang. What is it? Please listen to the dialog in1a, then answer the following questions:

　　(1) What’s wrong withKangkang?

　　(2) What should he do?

　　(核对答案。)

　　4. (让学生跟读录音并标出关键词。)

　　5. (让学生分角色朗读，完成1a。)

　　Step 3Consolidation 第三步巩固(时间:8分钟)

　　通过比赛，营造活跃的课堂气氛，激发学生学习英语的兴趣，培养学生的语言运用能力。

　　1. (两人一组操练对话，完成1b。)

　　T: Please practice the dialog in 1b in pairs and then act it out.

　　2. (教师出示卡片，模仿1a编对话，完成1c。以巩固关于疾病的表达及所给予的建议。)

　　T:Let’s play a game. OK? The game is “Who is the best doctor?” I’ll ask two students to make a dialog like1a. Suppose one is a doctor, the other one is a patient.

　　S1: What’s wrong with you?

　　S2: I have sore eyes.

　　S1: You should not read too long.

　　…

　　(教师出示卡片叫学生模仿)

　　(板书卡片中出现的生词与短语，并要求学生掌握；了解sore和boiled water。)

　　sore, plenty, plenty of, boil, boiled water, lift, at night, coffee, tea

　　Step 4Practice 第四步练习(时间:12分钟)

　　通过小组活动，激发学生的兴趣，培养学生的合作精神。

　　1. (营造活跃的.课堂气氛，激发学生学习兴趣。)

　　T: I’m pleased with your dialogs, and I’m sure you can do it better.

　　(教师把事先准备好的卡片粘贴在小黑板上，便于开展活动。)

　　T: Now ask and answer according to these cards. Please use “What’s wrong/the matter with …?” “He/She has …”“He/She should/shouldn’t …”

　　the flu

　　have a good rest

　　toothache

　　not eat too much sweets

　　a cough

　　see a doctor

　　a cold

　　take a rest

　　T: Now please practice in pairs.

　　(学生完成练习后，教师分别找几组同学表演。)

　　2. (完成2。)

　　T: Finish2 inpairs, then act the dialogs out.

　　3. (播放3录音，完成3。)

　　T: Now please listen to the conversations in 3 and number the following pictures by yourselves. Then write down the advice. Pay attention to should/shouldn’t.

　　(核对答案。)

　　Step 5Project 第五步综合探究活动(时间:5分钟)

　　鼓励学生在实践活动中学习英语知识，激发学生学习英语的兴趣。

　　1. (根据所给例子编写对话，提高口语表达能力。)

　　T: Please make a dialog like the example, then act it out.

　　Example:

　　S1: Ouch! (手摸脸，假装疼痛的样子。)

　　S2: What’s wrong with you?

　　S1: I have a toothache.

　　S2: Oh, you should see a dentist.

　　S1: Good idea. Thank you.

　　S3: Ouch! (手摸后背。)