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1、新目标八年级下Unit1 Whats the matter?Period1(section a) 第一课时授课时间年 月 日Good morning, everybody. I m very glad to stand here to share my ideas about the lesson with you. I hope thatyou will give me some advice for my presentation. Then , I will analyze the lesson from the six aspects ：Analysis of teaching mat
2、erial, analysis of students , teaching methods, learning methods, teaching procedures and blackboard design.一、 教材分析 Analysis of teaching materialThe topic of this unit is about health and giving some advice. The textbook starts with an interesting topic -whats the matter? In this way, it is great he
3、lpful to attract the attention of the students. And, such a topic is related to our daily life, so it will raise learning interests of students and help them to improve their spoken English in class.二、 学情分析 Analysis of studentsThe Students have learned English for a long time. So they can understand
4、 some words and some simple sentences. And this lesson is about health, body. They are interested in this topic. But for some students who arenot very good at English, it s still a little difficult for them. I have design several activities to make all the students take part in the class.三、 教学目标分析An
5、alysis of teaching aims1、 Knowledge Objectives(知识目标 )(1) Be able to master the pronunciation, meaning and spelling of the names of body parts and diseases.(2) Be able to learn the expressions of giving advice.(3) Be able to talk about health problems by using“ What s the matter? I have ay using”“ Yo
6、u should You shouldn t”2、 Ability Objectives(能力目标 )(1) Be able to talk about one s health problems and give advice fluentlyand give a(2) Be able to role play doctor and patient 3、 Moral Objectives( 情感态度目标 )(1) Improve the cooperative spirit through pair work and role playing(2) Care more about yours
7、elf and others health四、 重点设计 Analysis of teaching key pointThe topic of this unit is talking about health and giving some advice, students need to master some words ofdisease and how to give reasonable advice according to the disease. So the teaching key points are the follows:1、 Master the names of
8、 diseases.2、 Master the expressions of giving advice3、 Talk about health problems by using “ Whatthes matter? I have a” and give advice by using “ Youshould You shouldn t”Students are not familiar with the topic in this unit, the names of disease are totally new to them, so itisdifficult for them to
9、 master all the new words in a short time. And because of the life experience is limited, giving reasonable advice is another difficulty. 因此本节课的教学难点设置如下：五、难点设计The teaching difficulties:1、 Students may find it difficult to remember all the target new words in the class2、 Students may find it difficul
10、tto give appropriate advice to the certain disease because of their limitedlife1experience.六 Part six Teaching aids and methodsTeaching Aids:A tape recorder; multi-media.七、 教学方法和学习策略分析（一）教学方法1. Use the multi-media to make class interesting. 恰当运用多媒体辅助教学，提高课堂效率增加趣味性。（ 2） Concentrate my teaching on stu
11、dents need, organize activities such as:Role play, Guessing game, Pairwork（二）学习策略（ 1） Inferring vocabulary（ 2） Role play（ 3） Group and pair work八、 教学过程 （一）、 Lead-in（导入）Play a song for all the students (Ss) to sing along with- “ If you are happy” .While singing, touch the part that is mentioned in th
12、e songs .(clap your hand, stomp your feet , wink your eye ).Then sing the song ,add up other parts-Ifyou are happy and you know it shake your head, open yourmouth, lift up yo ur leg, lift up your arm etc.And the teacher(T) shows the pictures about body parts on the blackboard.(设计说明： 以学生熟悉的拍手歌开始本节课的教
13、学，让学生在唱歌的同时完成对身体部位单词的认知，并通过对歌曲的改编联系更多的有关身体部位的单词。在开始新课前创设比较活泼轻松的学习氛围，激发学生的学习热情，为下面的教学做好铺垫。)（二）、 Presentation of words about body parts（介绍身体部位）T: Ok, class, we know the body parts just now. They are in altogether in one family, but I want to tell you that theycan t friendly. They will have a fight som
14、etimes. If you can t believe, -letBody fights.watch the programAfter the program, ask the Ss: Now, do you know -Why do they fight? What are they fight for?Ss: Who is important?T: Good! Do you think who is the most important ? And tell me the reason, Why?S1: Mouth, because I can t eat to live without
15、 it.T: What else can mouth do?S1: Drink, speak English, sing songs, talk with my friendsS2: Ears, because I can t grab my pen without them.S3: Fingers, because I can t grab my pen without them.(as many as they can tell)（设计说明：在完成对新单词的认知之后，我给学生展示了一个Body fight 的视频节目，这个节目的题材很符合本节课，涉及了身体部位的学习。学生在完成老师的任务时
16、大多采用了节目中的内容来对身体器官的作用进行阐述，加深了对新输入单词的理解巩固，为接下来疾病的学习打下基础。并且在这一环节中还训练了学生对输出信息的捕捉能力。 ）2（三）、 Presentation of words about diseases（关于疾病的用语）1、 T: Everybody s answers are very good. In fact, the body parts are in one family. They can tus do many things, They are all important. So, we should take care of them
17、. But the body parts has some problemssometimes.The T use body language to guide the Ss to guess the illness: have a cold, have a feverT: I am not feeling well now. I am ill. Do you know the illness? What s the matter with me?Ss: You have a fever. (show the illness-have a cold with the body language
18、, too)2、 Then the T shows a bandage and tell the Ss there is something wrong in the place where the bandage lies. Then get Ss to guess the health problems. When the T does the actions, ask the Ss- What s the matter? (Write it on the blackboard)The T puts the bandage on the stomach, and asks: What st
19、he matter with me? I mnot feeling well. I have astomachache.Next, the T puts the bandage on the other part of body and gets the Ss to guess the problems: have a toothache, have a headache, (show them on the blackboard)T: Yes, look at the blackboard. Do you know how to use ache? If my are ache s, we
20、can say I have anSs: I have an earache.T: About the back?Ss: I have a backache.T: Yes, and I can say I have a sore back, too.(show sore)T:(the teacher coughs) What s the matter with me? my throat?Ss: I have a sore throat.（设计说明：老师在课堂上展示医疗用具-绷带，唤起学生的好奇心，使其积极参与到教学活动中来。通过绷带所绑的不同位置和老师形象的肢体语言，自然的引出了有关疾病的单
21、词，简单直观， 易于学生接受。在此环节中，我还注重让学生大胆猜测，进行推理，在常态下自己总结运用一些简单的构词法，由已知引入未知，变教师单一讲授为师生互动交流，在交流中解决知识难点。）（四）、 Pair work（小组合作练习）1、The T puts the bandage on the part of a student s bodysmandtter?ask:andWhatguide himto use the pattern:I have a/anThen asks the Ss to work in pairs and talk about health problems by us
22、ing the bandage and using the targetlanguages: What s the matter? I have a/anLater act them out in the class.2、 After sever pairs, the T chooses one pair and ask other Ss:T:What s the matter with her?Ss: She has a headache.Then the T ask some Ss to show the health problemswith the bodylanguage, and
23、ask other Ss to haveconversations in pairs.S1: What s the matterithwhim/her?S2: He/She has a（自然引入第三人称单数的学习运用）（五）、 Presentation of expressions of given advice（关于建议的用语）T: Ok, we have so many problems in the practice just now. Don worry ,they are not true. But we are really illday. What should we do? N
24、ow, I give you some pictures. I think they will help you find the answers .(将一些建议以图片的形式展示出来，降低信息差，使学生易于总结)T: Suppose you are a doctor. If I have a cold/fever/toothacheld do?What.Whatshouldn t I do?S1: You shouldS2: You shouldn t （学生可随意发挥，必要时教师给予修正，最后将所有建议罗列出来，作为下面活动的提示语）3（设计说明： 在这两个环节中，我一直以学生为中心，置学生
25、于语言环境交际之中，调动学生的参与热情，将课堂教学成为一个师生共同学习创造的过程，由易到难，实现知识结构逐步上升。运用发散思维让学生提出建议，为下面的知识输出打下伏笔。）（六）、 Production（综合运用）T: Do you want to be a doctor to help others? Do you go to see a doctor when you arenlthy? Today, I give t heayou a chance, now, suppose you are a doctor, and your group members are your patient
26、s. They arenPlease make a dialogue to present the scene in the hospital. And you may use the expression given. Later letout in the class.（设计说明：这是一个综合运用环节，让学生在一个freecontrolled 的状态下用英语交流，用英语做事。通过医生和病人角色的扮演营造出真实的生活情境，为学生创设宽广的展示空间，不仅检测了所学知识，而且锻炼了用英语交际的能力。在体验中获得成功。）（七）、 Homework（作业）T: Boys and Girls, man
27、y students have H1NI flu in Caofan Middle school. Suppose you are the mayor in Jinan now, what should you do? Please give some advice to the master of Caofan Middle school,and you will sayto the students in our school.（设计说明：这一环节是对本节课的升华和延伸，通过“假如我是市长 ”这一活动，让学生在巩固知识的过程中思考在防控甲流感中自己怎么做。它既来源于教材，又贴近生活， 反应时政， 达到了知识来源于生活，又回归生活，为生活服务的目的。）（八）、教学反思：教学反思4