改变教学策略进行有效教学—《Unit 2 Keeping Healthy Topic1 Section A》
—李明阳
新授课教学设计
八年级上册Unit2 Topic 1 Section A
Step Two :
Presentati
on
师生互动
1(板书head ，然后在后面加上ache,变成了headache). Lead the students to read the word, then act and say “I have a headache.”Let the students guess the meaning of the word and the sentence.(板书这个句子，然后板书课题，讲述本节课的教学目标)。
2.用同样方法，用幻灯片先后呈现（toothache ，backache, stomachache ）让学生自己拼读单词后跟着老师做动作操练
句型I have a …。Ask some students to act out the actions by reading the words and ask him or her “What ’s wrong with you?”(板书句子，然后让一个同学表演，其他同学问)
3.再用幻灯片呈现词组 ( have a cold ,have a cough, have a fever, have the flu ,have sore eyes. have a sore throat) lead the students to say them out, then ask the students “What ’s the matter with him/her?”（板书这个句子，引导学生回答He/She has ….然后让学生分成两对来进行互相问答）.
4. work in groups and pairs to practice them :
1）.把学生分成两组，一组问（What ’s wrong with you ）另一组回答（I have a …）。
2）两人问答（What ’s wrong with you ，I have a …），教师找第三个学生重述他们的对话。
1. Say after the teacher, then look and
listen
carefully ,and try guessing the meaning
of the word and the sentences.
2.看幻灯片拼读单词后跟着老师做动作操练句I have a ….
3.Some students act
out the actions and answer “I have a ….”the others ask.Say the phrases out and
answer
“He/She has a ….”then ask and answer in groups.
4.Ask the students to practice them with
the phrases
and
sentences in pairs and groups.
【百度图片】
【百度图片】 教学课件
【百度图片】
1.让学生在现有的词
汇基础上根据构词法
学习新单词，达到以旧引新的目的。
2.给学生“手脚架”，
目的是让学生能顺利
的完成重要句型
“What ’s wrong with
you ？”，“I have a …”的学习。
3.由“手脚架”：“I have
a …”到“-What ’s
wrong with you?- I
have a …”到“
-What ’s
the
matter with him/her?
- He/She has …” 内
容由浅入深，层层递进，便于学生学习。
4.通过表演巩固询问
疾病的句型与有关疾
病的单词，词组。在此
基础上再引出提建议
的句型，逐渐完成本课的教学目标。
5.用
上面的方法再呈现：go to see a doctor, drink plenty of water, go to bed early ,take a rest 短语，并完成重要句型
I am sorry to hear that .You should (not) and had better (not) 的讲解。Then ask the students to practice them in pairs and groups.
6.引导学生归纳情态动词should （not ）,had better (not)的用法。
5.学习go to see a doctor, drink plenty of water, go to bed early ,take a rest 等重要短语，然后操练“I am sorry to hear that .You should take a rest.”学着说You
had better drink plenty of water ….
6. 归纳情态动should （not ）,had better (not)的用法。
教学课件 【百度图片】
教学课件 【百度知道】
5.先给学生“手脚架”，
让学生知道很多疾病
的名称之后，再根据这
些疾病提出介意，学生
就会认识的很深，达到了本科的教学重点。
6.让学生通过看图片
学习提建议的句子。并
引导他们说，最后让他
们归纳情态动词
should and had better
的用法。这样可以促进
学生主动学习，提高学
生用英语思维的能力。
Step Three: Pratice
拓展运用
Watching the video in the hospital 1. Find out the following information: Who where how when the place they’ll meet .
2. Ask the students to make up a similar
dioloug and then act them out in pairs.
(A):What ’s wrong with …?
(B):I have a headache. (A):I’m sorry to hear that.
Y ou should see a doctor.
(B):I hope you ’ll get well soon. (A):Thank you.
1.Watching the video and try to get the answer. Answer the questions
2. The students make
up a similar dioloug and then act them out in pairs .
【百度视频】:
http://video.baid https://www.doczj.com/doc/e913416837.html,/v?word=
%B3%A1%BE
%B0%CA%D3
%C6%B5++%B
F%B4%B2%A1&ct=301989888
&rn=20&pn=0
&db=0&s=0&fb l=800 学生参与
1.带着问题观看课文录像,在了解课文的同时训练听力和纯正的
发音。另外利用多媒体
教学，也充分体现了信息技术的优势。
2.通过学生的表演活
动，给学生创造了“生
活化，情景化”氛围，
再次巩固了本节课的
目标，达到这节课的高潮。
Step Four: Sum-up
思维探胜
引导学生回顾今天所学的内容（幻灯片）呈现，让学生自查自找自己还有哪些没掌握。然后同桌作为一小组帮忙解决。告诉
学生自查自找自己没掌握的知识。然后同桌为一小组互相帮忙解
课件（今天的学习内容） 【百度知道】
让学生自查自找自己
没掌握的知识，体现了
学生的自主学习，然后
同学们，如果有不理解或不明白的地方，可以通过百度去网上搜索相关内容参考复习【百度视频】如何使用百度（演示视频）https://www.doczj.com/doc/e913416837.html,/programs/view/hI4Z8f vSKms/决。【百度视频】如何
使用百度（演示视
频）
的小组讨论体现合作
学习。
Step Five: Exercises 课
堂
练
习
1．Let the students do 2 by
themselves. then check in pairs.
2.Let the students listen to the
tape and finish3,then ask some
students to say out the answers.
1.Do 2 by themselves.
then check in pairs.
2.Listen to the tape
and finish3,then
some students say out
the answers.
3.Do them after class
and hand in the next
day..
录音机及练习题
【百度搜索】
http://wenku.ba
https://www.doczj.com/doc/e913416837.html,/view/e1
f90758804d2b160
b4ec0dc.html
通过练习再巩固这节
课的学习内容
由于在课堂上着重英
语的口语交际应用，而
忽略了学生写的练习，
所以布置这样的练习
让学生加强写的练习。课
后
练
习
(ho
mew
ork
)
( ) 1. What’s ______? --I
have ______.
A. matter, fever
B. the matter,
a fever C. matter, fevers D. a
matter, a fever
( ) 2. I think walking
is________ our health.
A. good at
B. bad at
C. well in
D. good for
3. ---–I have a fever.
---_____________