Unit 1 What’s the matter?
Section A 1a-1c
黄湾中学 孙静
Analysis of the Material
本节课的主要内容是新目标英语八年级下册第1单元第一课时，教材是以What’s the matter ?为中心话题，认识身体部位名词以及描述身体不适 ，学习和运用“What’s the matter ?”和“I have a…”让学生学会描述身体的不适 ，本课教材内容与学生的实际生活密切相关,易于引出学生运用简单的英语进行交际和交流，在学习活动中，学生通过交换对身体不适的描述 ，促进学生之间和师生之间的情感交流，增进情谊。本单元在单元语言知识结构上起着自然过渡与延续的作用。为下册第二单元Offer help做好连接，打好基础。 Analysis of the Students
八年级学生经过一年的学习，学生有了一定的英语基础，但学生的抽象思维能力低，注意力容易分散，因此我设计PPT，为学生学习创设真实情景，以增强学生学习英语兴趣。 Teaching Aims
Knowledge Objects
1. Talk about the health problems and accidents.
2. Learn to use the words and sentences: matter, stomach, neck, foot, cough, headache, fever, throat, hurt ,headache, toothache, 3. What’s the matter? I have a.... Ability Objects
Enable students to talk about health problems with the language points. Moral Objects
1. Improve the cooperative spirit through pair work and role playing. 2. Students care more about themselves and their family members’ health.
Teaching Key Points
1. Learn and master the part of the body, the names of the illness . 2. Learn to talk about health problems by using “What’s the matter? I have a …’’
Teaching Difficult Points
Learn to talk about health problems by using “What’s the matter? I have a …’’
Teaching Methods
The situational teaching approach, the cooperative learning method, and multimedia-assisted teaching and learning method Teaching Aids PPT , a textbook
Teaching Procedures
Step 1 Greet and Learn how to read the new words 1. Greet the class.
2. Today we’ll talk about health problems. Before learning ,we’ll learn
the new words and phrases. Please open your book at page 114. Now let’s learn the words from matter to hurt.
First, ask the Ss to try reading the new words in this period by themselves.
Next, play the tape and ask the Ss to read after the tape to correct the pronunciation.
Then, let the Ss work in groups of four to help each other to get more correct pronunciation. The teacher walks around the groups to give necessary help.
Finally, have the class read them together and finish Activity 1a.
（设计意图：在识单词阶段，先让学生试读单词，再通过跟读录音，让学生自我纠正一些不准确的发音，最后通过小组互助的方式和老师个别辅导的方式，少部分拼读能力不强的同学也能得到有针对性的帮助，齐读及完成1a 以便巩固和检测所学内容。） Step 2 Presentation
T: Boys and girls! Did you have illnesses before?
Ss: Yes, have a cold, have a headache, have a fever, have a stomach, have a toothache, have a sore back, have a cough, have a sore throat, …….
T：If you are a doctor, how do you ask your patients when you see them? Let’s have a look .
D: What’s the matter with you?
P: I have a headache. (Write the sentences on the blackboard)
（设计意图：通过图片创设语用情境，让学生通过模拟医生和患者之间的对话，感受医患用语。）
Show other pictures and teach have a cold, have a sore throat in the same way.
（设计意图： 介绍患病的三种不同的表达方式。）
Have the students make conversations with their partners by using the pictures.
(设计意图：通过展示图片，让学生巩固所学内容。) Step 3 Listening Practice
T: Now we’ll hear 5 conversations about health problems. Look at the picture in 1a . What’s the matter with each person? Please discuss with your partner first.
1. Listen and number the names 1-5.
Nancy___________ Sarah___________ David___________ Ben ___________ Judy ___________ Play the tape . Check the answers with the class.
（设计意图：先让学生根据图片与同伴讨论每人的病情， 这样可以使学生有针对性地听又可培养他们的推断能力。） 2. Listen again and fill in the blanks . Then check the answers with the class. （设计意图： 对听力材料进行挖空填空练习，适当增加听力的难度，为了培养学生听力技巧，提高他们的听力能力。） 3. Listen and repeat.
Step 4 Practice
1. Ask some students to role-play the conversations in front of the class. 2. Ask students to make conversations . For example:
A: What’s the matter with Judy?
B:She talked too much yesterday and didn’t drink enough water. She has a very sore throat now.
3. Ask students to make their own conversations with their partners.
（设计意图：通过先表演课本对话，然后鼓励学生自编对话、表演对话，让学生能够把学到的语言知识有效输出。） Step 5 Summary
T: Boys and girls! What have you learned today?
（设计意图：让学生学会自己总结本节课所学的目标词汇和目标语言，对所学内容进一步强化巩固。） Teacher’s words
T: Boys and girls! When you see someone is ill, you should give some help. Let’s learn to care for others. OK? Ss: OK.
（设计意图：此环节为情感教育，让学生学会帮助他人，关心他人。） Step 6 Inquiry into knowledge by translation
Ask students to look at the following sentences and try to summarize the language rules and fill in the blanks. The students can help each other and have a discussion after doing the following by themselves.
（设计意图：本节课的翻译探究先让学生自己自己做，然后在组内讨论。组内学生如果能把答案都讨论出来并展示，最后老师再点拨。而且配有句子可以更好帮助学生理解知识点。） Step 7 Homework
1. Write down the names of the body parts and illnesses you know.
2. Interview your family members and write a conversation about their health problems. Blackboard Design
Unit 1 What’s the matter?
Section A 1a-1c
What’s the matter with you /him /her?
I have a headache. He has a cold. She has a sore throat.