中学英语《Unit1 What’s the matter?》教学设计
一、教案背景
1、面向学生：中学
2、教材版本：人教版八年级下册
3、学科：英语
4、课时：1课时
5、学生课前准备：
二、教学课题
（一）教学目标和要求
知识目标：1、学习并掌握重点词汇：stomachache throat fever cough toothache headache等。

2、学会如何询问健康问题。

3、能够运用have to、should、shouldn't来给出合理的建议。

能力目标：能够运用所学知识自如地谈论健康问题。

情感目标：通过本课的学习，使同学们学会关心自己及他人的身体健康状况。

（二）教学重点和难点
教学重点：1、新词汇和新句型.
2、通过对健康问题的探讨，让学生能够熟练掌握并运用What’s the
matter? I have a\an...等有关健康问题的日常交际用语。

教学难点：1、能正确使用What’s the matter?及have+(a)+病症等结构谈论健康问题。

2、能够正确使用情态动词should给出恰当的建议。

三、教材分析
本节课选自人教版八年级下第一单元“What’s the matter? ”的section A部分.本单元通过对健康这一人们生活中必不可少话题的谈论，让学生们学会关于谈
论健康状况的一些日常交际用语。

在本课的教学过程中也会通过对表述身体不
适句型结构的分析以及情态动词should一词的讲解，让学生进一步掌握有关伤病及处理建议的表达方式。

本节课的教学重点在于对新单词和句型的熟练掌握，只有熟练的掌握才能
自如的运用。

难点在于将所学知识熟练的运用，并且能够根据不同的健康问题给予合理的建议。

在教学准备过程中我搜索到了一些与本课相关的能够令学生们
感兴趣的图片、录音，寓教于乐让学生们积极的参与到教学过程中，让他们能够充分体会到学习的快乐。

调动他们学习英语的积极性，充分展示学生在教学中的主体地位。

四、教学方法
运用task-based method（任务型教学法），借助多媒体手段创设情境让学生产生兴趣，而积极主动的投入到语言环境中。

充分发挥学生在教学过程中的主体地位，将语言知识和语言技能结合起来，培养学生的语言综合运用能力。

在活动中学习知识，提高学生参与的积极性，最终养成良好的学习习惯。

五、教学过程
一、Greet the class
T: Good morning class.
Ss: Good morning teacher.
T: Long time no see, welcome to my class. Let’s start the study.
二、New words
T: Today let’s learn the names of the body parts. Please look at the picture on the screen. What’s this?
Ss: It’s a nose.
T: Yes, you’re right. Do you know other parts of the body?
Ss: head mouth…
T: Well done. I’ll give you more pictures about the parts of the body. Read after me
A-R-M arm.
Ss: A-R-M arm
(Teach the other new words in the same way such as neck\back\leg\stomach…) T: OK, let’s do some practice. Look at the picture in 1a and write the letter for each part of the body.
（Check the answers in class）
三、New drills
T: What’s the matter?
(The teacher mines having a headache and writes it on the blackboard) then say:
I have a headache. (teach the other illness such as have a stomachache\have a cold
\ have a fever…in the same way)
T: Now I’ll show you some pictures about the illness. Please make a conversation like this.
S1: What’s the matter?
S2: I have a … (Ask some pair students to presents their conversations)
T: Good job. Let’s look at the picture again. There are some students in the hospital.
They’re not feeling well. Please listen carefully and number the names [1-5].
(Check the answers)
四、Practice
T: Let’s do some listening practice. Look at the picture in 2a. The people are talking about their health problem. Please listen carefully and number the pictures [1-5] in order you hear them. T: Who can share you answer with us?
S: …
(Check the answers)
T: There is something wrong with the people in 2a. What should they do? I’ll play the recording for the second time. Please try you best to match the problems with the advice.
T: I have a fever. What should I do? S: You should take your temperature. (check the other answers like this)
T: We’ve known how to talk about health problems and ask for advice. It’s time to work in pairs. Please make your own conversations using the information in 2a and 2b
T: Who can report your conversations to us?
S1: …Are you OK? / What’s the matter?
S2: …
T: Read the conversation between Mandy and Lisa carefully. Then I’ll invite some of you to role-play the conversation.
(Give them some help if they need.)
Ss …
Homework
1、Remember the new words and target languages.
2、Make a dialogue by asking and answering like a doctor and a patient.
六、教学反思
本课旨在让学生学会利用所学知识来表达对身体健康状况的问询。

本课充分围绕电影这一话题，通过对身体健康的谈论让学生熟练掌握新的词汇和句型。

在教学过程中我采用了任务型教学法，并针对中学生猎奇心理，用图片，音频等激发其学习兴趣。

这些贴近生活的资料，会给学生一个学习的动力，让他们有明确的目标，充分调动他们的积极性。

教学过程中老师给予适当的指导，相信会取得较好的效果。