初中：新目标英语八年级上册unit2教案
新目标八年级英语上册unit2教案
新目标八年级英语上册Unit 2 教案What’s the matter?Part 1: T eaching design (第一部分：教学设计)SECTION A Goals●To learn to use have for talking about health problems ●To learn uses of Modal should/shouldn ’t ProceduresWarming up by learning grammarTo begin with, go to page 8, and let ’s learn to use have for talking about health problems and modal verbs should/shouldn ’t. Warming up by discussing Hello, everyone!Can you name the parts of your body? How many parts of the body can you name? Let’s look at the doll and name the parts of the body.Now let’s read the words together.Keeping healthy is very important. So today we will talk about it. Let’s look at Unit 2 What’s the matter? 1A Writing the lettersNow open your books and turn to page 7. Please look at the picture and read the name of the body parts. OK. Now look at the picture of the students numbered 1 through 5. Several body parts are marked with the letters a ~ m. Write the correct letter after the name of each body part on the list. Y ou must completethe activity individually.Let’s check the answer, please.1b Listening and numberingCan you tell what part of the body doesn’t feel good? Now let’s learn the new words in the picture. Please read after me.Good. Let’s listen to the recording. There are conversations about each of these five students. Look at the picture and find the people that are being talked about. Listen to the tape and write the number next to them in the picture next to their names. The first one has been done for you.Let’s check the answers, please.And finally let’s read the tapescript to blacken all examples of have for talking about health problems andexamples of modal should/shouldn’t.1c Doing pairworkCan you express what part of the body doesn’t feel good now? Work in pairs. Makeyour own conversations out of the picture on page 7. Then present your conversations tothe whole class, using have for talking about health problems.2a Listening and matchingTaking care of your friends or family member is very important. Now please lookat page 8, 2a. Read the eight items in this activity. When you read you must callattention to the meaning of the new words.Then listen to the recording. On this recording there are four different conversations. People are talking about health problems they have and are getting advice for them. Draw lines to match the problems with the advice.The first time, you only listen. The first one has been done for you. The boy has a toothache and the advice is to see a dentist.The second time, you draw lines to match the problems and the advice.Answers:2b Listening and fillingV ery good. These conversations are illustrated by the pictures. Now listen again and fill in the blanks. Firstlook at the four pictures. Each of these pictures illustrates one of the conversations. This time, listen for the missing words. Write the missing words on the blank lines.Now read the tapescript and blacken all examples of have for talking about health problems and examples of modal should/shouldn’t.2c Doing pairworkNow let’s look at a conversation. Who wants to read it to the class? Y ou two, please.Good. Y ou are going to make a conversation in pairs using the information from activities 2a and 2b.Take turns having problems and giving advice.3a Filling the blanksHere is a picture. Look at it. A boy is sick. A teacher is talking to him. Now read the conversation on the left, please.Think of how you can complete the conversation. Write the answers in the blanks.Answers:3b Doing pairworkBefore doing the pairwork, practice the dialogue in activity 3a with your partner. (Ss act it out)Good. Now look at the picture on page 9 and ask and answer what’s the matter with the people in the picture. At last, present the conversation to the class.4 Doing group workAre you tired? Now we are going to do a game “mime an illness”.For example, hold tooth as if you have a toothache. One students stand in front of theclassroom and mime an illness. The other students guess the illness and advice. Y ou can ask and answerlike this:Then fill in the chart.Closing down by asking and answering—What’s the matter?What’s the matter?I have a toothache.I have a sore back.I have a sore throat.I have a stomachache.…SECTION BGoals●To talk about your health●To learn the habits of different countriesProceduresWarming up by asking and answeringToday we are going to learn Section B. First let’s ask and answer questions aboutillness, using have for talking about health problems and modal verbsshould/shouldn’t.1A: Matching the words you studyNow open your books at page 10. Let’s look at the words together. Pleaseread after me.V ery good. Please look at the picture and match the words with the picture.Let’s check the answers.1b MatchingLook at the pictures. The person in each picture is giving advice. What advice are the people giving? Let’s discuss the pictures.Now match each picture with one piece of advice. Write the letter of the picture in front of the sentences that give advice.2a Listening and writingGina,Tony,Julie and Alan are talking about thehealthy problems. Look at this chart. Read thenames on the left. Pay attention to the sample answer after Gina’s name.Now listen to the recording. There are four conversations. Write the problems in the blanks after eachperson’s name.Answers:Read the tapescript to underline all examples of modal should/shouldn’t.2b Listening and matchingNow I will play the recording again. This time, write what each person should and shouldn’t do for their problem.I’ll give a pause after each conversation.Please listen and write.Let’s check the answers.2c Doing pairworkAfter listening to the conversation, can you make up a conversation? Look at the conversation on the right. Y ou two, please. Read it to the class.Now use the information in activity 2a to make conversation with your partner.3a Reading and underliningWe are going to read the article on page 11. First we shall read to the tapetogether and try to blacken all the useful expressions.Next we are going to read aloud the article slowly and clearly. We will try to understand the meaning of the article.. For example, are you often weak and tired?foods, like beef. Eating Dangshenare too stressed out and angry may have tooFinally read the article again. Underline each thing you should do.3b Filling in the blanks in the articleHere is an article. It doesn’t finish. Please read it carefully, circlethe expressions and finish the activity.Let’ check the answers. Li Li, please read your answers to the class.3c.Writing an article“Do you have a cold?” Please write some advice to a person who has a cold. What shouldhe or she do? What shouldn’t he or she do?4 Doing groupworkWe can choose a problem from the list below:Write it on a piece of paper. Then go around the room and ask other students for advice about your problem. Write down the best advice. Write the name of the student, too.Closing down by asking and answeringAfter a long time learning, we are tired. Now let’s have a relaxation by asking and answering about somehealth problems.SELF CHECKGoals●To revise the vocabulary.●To revise the target language in this unit.ProceduresWarming up by having a dictationToday we are going to learn Self Check to revise the target language. Before learning, let’s have a dictation first.1 Filling in the blanksThere are five sentences in the box. First use the words given to you to fill in the blanks. Then check the answers.Next make your own sentences.2 WritingImagine that you and Sally are on a student exchange program.Read her letter, underline the useful expressions, shadow the connectives and write back to give advice.Model:Just for fun!Let’s sing a song in English.Wee Willie WinkieWee Willie Winkie runs through the town,Upstairs and downstairs in his night-gown,Tapping at the window, crying through the lock,"Are the babes in their beds,For it's now ten o'clock?"Part 2: T eaching Resources (第二部分:教学资源)I. Believe it or not, by imagination you can also lose weight.If we can gorge on fatty bacon and still lose weight, how else can we beautifyourselves and still remain lazy slobs? Here are some fitness plans for exercisehaters:"Soda Stretches," an arm-strengthening workout, in which you use soda cans as barbells. This is designed to loosen joints, increase circulation and, ultimately, inspire more vigorous activity.Toilet Training: Use bathroom fixtures as gym equipment. Hang your legs over the side of the tub and you're ready for stomach crunches. For upper body strength, do push-upswith your hands on the toilet seat and your feet put on the tub.Shop Till You Drop: Walking is the easiest way to stay in shape, and a mall is a large area that's safe and temperature-controlled.Imaginary Exercising: Psychologists in England have issued a study that could fulfill every couch potato's deepest wish: They say just thinking about exercise stimulates your muscles. The simple act of visualizing exercise makes a difference.II. American DietThese days Americans are more and more concerned with watching theirweight. Perhaps as many as 70 million Americans are on weight-reducingdiets, and weight control has become a multibillion-dollar business. Americansupermarkets sell a variety of diet foods such as diet soft drinks, diet candy,and diet salad dressings. Dieters also spend money on diet pills, exercise machines, and jogging suits. Each year dozens of new diets are popularized. They have such names as the Miracle Diet, the Nine-Day Wonder Diet, and the Easy 24-Hour Diet. There is even one called the Ice Cream Diet, which advises thedieter to eat only ice cream for lunch and dinner! For dieters who cannot lose weight on their own, there are many well-organized diet groups, which offer help and encouragement.III.Word studies （词语学习）1．mattern.1. [U]物质what everything is made of: Most matter has three states. 大多数物质具有三种状态：固态、液态和气态。
人教版新目标八年级英语上册Unit2精品教案
Unit 2 How often do you exercise"(Book ⅢA)Teaching contents and analyzis本单元的教学容围绕"多久做一次运动〞这一话题展开。
Section A是根本语言容的收集和学习，这一局部引导学生通过本课的语言素材进展看图说话、句型演练、实际描述，通过对话表演等使学生能够正确地使用表示做什么活动的词组，多久做一次的句型，从而熟练地谈论多久做一次活动。
Section B是知识的扩展和语言的综合运用，是在Section A的根底上，锻炼学生能够自如地谈论自己的生活习惯。
这些容都与学生日常生活严密相关的，因此在这一课题的教学中，应严密联系学生生活实际，采用多种方式，引导学生学会运用简单的英语进展交际和交流，以提高学生的综合能力。
通过本单元的学习，我们可以引导他们养成良好的生活习惯和饮食习惯，从而合理安排自己的各项工作，享受丰富多彩的校园生活。
Teaching aims and demandsPeriod 5 Section B (3a－Self Check) Teaching periodsPeriod 1 Section A(1a－2d)Teaching GoalsKey words：housework，hardly，ever，once，twice，Internet，program，full，swingKey phrases：how often，on weekends，go to the movies，help with housework，hardly ever，go shopping，once/twice a week/a month，swing danceKey sentences：1.What do you usually do on weekends？I often go to the movies.2.How often do you watch TV？I watch TV every day.Teaching Key PointsTarget language：--What do you usually do on weekends？--I often go to the movies.--Does he go shopping？---No，he never goes shopping.---How often do you have piano lessons？---Twice a week，on Wednesday and Friday.Teaching Difficult Points1.The adverbs of frequency：always，usually，often，sometimes，hardly ever，never2．Target language above.Teaching AidsAn English textbook，a tape recorder，CAI or courseware.Teaching Procedures★Step 1Leading in1．Greetings：Talk about something the students did on summer vacation.2．Check the homework.★Step 2Pre－taskPage 9，1a.1．Look at the picture.2．Name each activity.T：What are they doing"S：They are shopping/reading/exercising/watching TV/helping with housework. (Help the students to answer.)3．Write the activities on the line.4．Check the answers on the board.5．Practice reading.Page 9，1c.1．Focus on the conversation in the box.2．Practice reading.3．Pair-work：What do you do on weekends？I...4．Group-work：Divide the class into groups of four or five. Make conversations. First S1 to S2：S1：What do you do on weekends"S2：I...S1：What does she/he do on weekends"S2：She/He...5．Act out their own dialogues.★Step 3While－taskPage 9，1b.1．Look at each picture above 1a.Tell what the person does on weekends. Check the Ss orally.2．Make sure what they will hear and do.3．Read these adverbs and explain.4．Play the tape twice. Write the letters on the line.Page 10，2a & 2b.1．Read the activities and the answers of "how often〞first.2．Practice reading.3．In 2a we should know the activities you hear. In 2b we should know the answers of how often he does the activities.4．Play the tape for the first time. Ss only listen.5．Play the tape a second time. Ss do 2a.6．Play the tape a third time. Check the answers.7．Play the tape. Ss do 2b.8．Check the answers.In this part，we should pay attention to "how often〞cause of special questions and answers.★Step 4Post－taskPage 10，2c & 2d.1．Focus on the conversation in 2c first.2．Practice reading.3．Read the activities in the left box.4．Fill in the chart.5．Pair-work：Make conversations.6．Make students scan the conversation in 2d.7．Teach and then make Ss role－play the conversation in pairs. In this part，student A will be Jack. Student B will be Claire. As they talk，move around to monitor their work. Offer language or pronunciation support as needed.8．Have a group of students present their conversation to the class.★Step 5Homework1．Practice the conversation in 2d.2．Do the exercises on Page 8 in students' book.Board DesignUnit 2How often do you exercise"The first period Section A(1a－2d)1．Key vocabulary：housework，once，twice，full，how often，on weekends，go to the movies，help with housework，hardly ever，once a week，three times a month2．表示动作的频率由高到低依次是always(100%)，usually(80%)，often(30%～50%)，sometimes(20%)，hardly ever(5%)，never(0%)。
【人教】新目标八年级英语上册Unit2单元教案
Unit 2How often do you exercise?本单元的教学内容围绕“多久做一次运动”这一话题展开。
Section A是基本语言内容的收集和学习，这一部分引导学生通过本课的语言素材进行看图说话、句型演练、实际描述，通过对话表演等使学生能够正确地使用表示做什么活动的词组，多久做一次的句型，从而熟练地谈论多久做一次活动。
Section B是知识的扩展和语言的综合运用，是在Section A的基础上，锻炼学生能够自如地谈论自己的生活习惯。
这些内容都是与学生日常生活紧密相关的，学生很熟悉，也乐于去说，因此在这一课题的教学过程中，应紧密联系学生生活实际，采用多种方式，以说为主，配合听的练习，最终以对话为途径，解决本课题的中心语句。
这易于引发学生学会运用简单的英语进行交际和交流，也对提高学生的综合能力，特别是说的能力很有帮助。
学生通过对本单元的学习，可以引导他们养成良好的生活习惯和饮食习惯，从而合理安排自己的各项工作，享受丰富多彩的校园生活。
第一课时Section A(1a－2d)Teaching Goals【教学目标】Key words：housework，hardly，ever，once，twice，Internet，program，full，swingKey phrases：how often，on weekends，go to the movies，help with housework，hardly ever，go shopping，once/twice a week/a month，swing danceKey sentences：1.What do you usually do on weekends？I often go to the movies.2.How often do you watch TV？I watch TV every day.Teaching Key Points【教学重点】The vocabulary：housework，hardly，ever，once，twice，how often，on weekends，go to the movies，go shopping，help with housework，once/twice/three times a week/a month Target language：What do you usually do on weekends？I often go to the movies. Does he go shopping？No，he never goes shopping. How often do you have piano lessons？Twice a week，on Wednesday and Friday.Teaching Difficult Points【教学难点】1.The adverbs of frequency：always，usually，often，sometimes，hardly ever，never2．Target language above.Teaching Aids【教学工具】An English textbook，a tape recorder，CAI or courseware.Teaching Steps【教学过程】★Step 1Leading in1．Greetings：Talk about something the students did on summer vacation.2．Check the homework.★Step 2Pre－taskPage 9，1a.1．Look at the picture.2．Name each activity.T：What are they doing?S：They are shopping/reading/exercising/watching TV/helping with housework.(Help the students to answer.)3．Write the activities on the line.4．Check the answers on the board.5．Practice reading.Page 9，1c.1．Focus on the conversation in the box.2．Practice reading.3．Pair-work：What do you do on weekends？I...4．Group-work：Divide the class into groups of four or five. Make conversations. First S1 to S2：S1：What do you do on weekends?S2：I...S1：What does she/he do on weekends?S2：She/He...5．Act out their own dialogues.★Step 3While－taskPage 9，1b.1．Look at each picture above 1a.Tell what the person does on weekends. Check the Ss orally.2．Make sure what they will hear and do.3．Read these adverbs and explain.4．Play the tape twice. Write the letters on the line.Page 10，2a & 2b.1．Read the activities and the answers of “how often” first.2．Practice reading.3．In 2a we should know the activities you hear. In 2b we should know the answers of how often he does the activities.4．Play the tape for the first time. Ss only listen.5．Play the tape a second time. Ss do 2a.6．Play the tape a third time. Check the answers.7．Play the tape. Ss do 2b.8．Check the answers.In this part，we should pay attention to “how often” cause of special questions and answers.★Step 4Post－taskPage 10，2c & 2d.1．Focus on the conversation in 2c first.2．Practice reading.3．Read the activities in the left box.4．Fill in the chart.5．Pair-work：Make conversations.6．Make students scan the conversation in 2d.7．Teach and then make Ss role－play the conversation in pairs. In this part，student A will be Jack. Student B will be Claire. As they talk，move around to monitortheir work. Offer language or pronunciation support as needed.8．Have a group of students present their conversation to the class.★Step 5Homework1．Practice the conversation in 2d.2．Do the exercises on Page 8 in students' book.Board Design板书设计Unit 2How often do you exercise?The first period Section A(1a－2d)1．Key vocabulary：housework，once，twice，full，how often，on weekends，go to the movies，help with housework，hardly ever，once a week，three times a month 2．表示动作的频率由高到低依次是always(100%)，usually(80%)，often(30%～50%)，sometimes(20%)，hardly ever(5%)，never(0%)。
【人教版】新目标八年级英语上册：Unit 2 单元教学设计
【人教版】新目标八年级英语上册：Unit 2 单元教学设计一. 教材分析新目标八年级英语上册Unit 2的主题是“Let’s play sports!”，主要介绍了各种体育活动。
通过本单元的学习，学生能够掌握一些关于体育活动的词汇和表达方式，同时提高他们在实际情境中运用英语进行交流的能力。
本单元包括两个部分，第一部分是关于体育活动的词汇和短语，第二部分是关于询问和描述体育活动的情境对话。
二. 学情分析八年级的学生已经掌握了一些基本的英语语法和词汇，他们具备一定的听说读写能力。
但是，学生在实际运用英语进行交流时，还存在一定的困难，特别是在口语表达和听力理解方面。
因此，在教学过程中，教师需要关注学生的个体差异，针对不同学生的学习需求进行有针对性的教学。
三. 教学目标1.知识目标：学生能够掌握本单元中出现的体育活动词汇和短语，能够正确地运用它们进行交流。
2.能力目标：学生能够听懂并能够运用本单元所学内容进行日常交流，提高他们的口语表达能力。
3.情感目标：通过本单元的学习，学生能够激发对体育活动的兴趣，增强团队合作意识。
四. 教学重难点1.重点：学生能够掌握本单元的体育活动词汇和短语，能够正确地运用它们进行交流。
2.难点：学生能够听懂并能够运用本单元所学内容进行日常交流，提高他们的口语表达能力。
五. 教学方法1.情境教学法：通过设定各种体育活动的情境，让学生在实际情境中运用英语进行交流。
2.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高他们的实践能力。
3.合作学习法：通过小组合作，培养学生的团队合作意识，提高他们的口语表达能力。
六. 教学准备1.教师准备：教师需要准备本单元的教学课件、教学素材和相关的体育活动器材。
2.学生准备：学生需要预习本单元的内容，熟悉并掌握相关的体育活动词汇和短语。
七. 教学过程1.导入（5分钟）教师通过向学生展示一些体育活动的图片，引导学生谈论他们喜欢的体育活动，激发学生的学习兴趣。
最新人教版新目标八年级英语初二上册Unit2单元教案(5课时)
Unit 2 How often do you exercise？第一课时Section A (1a～2d)【学习目标】1．学生能掌握六个频率副词的用法。
2．学生能听懂谈论各项活动的对话；学会用英语谈论做各项活动的频率。
3．通过完成各项活动，学生能够养成团结协作的意识，并能合理利用时间。
【学习重点】学生能够学会用六个频率副词谈论做各项活动的频率。
【学习难点】通过交流表达和听力训练，掌握六个频率副词Learning action tips：Play the video about students' activities on weekends in class. Let students watch it.Task 1Learning action tips：Preview the words on Page2 in the word list. Students read the words by phonetic symbols, then underline new words in the text and mark the Chinese meaning. At last finish the task in 1a.【知识链接】▲once，twice，three times等次数的表达法(1)这三个词都表示次数，once是一次，twice是两次，除了一次、两次，其他的次数都用“数字＋times”表达。
如：三次是three times，五次是five times。
(2)这些表达数的词后与一段时间连用，表示动作多长时间发生几次，即动作的频率。
【导练】(1)我一周看一次电视。
I watch TV once a week.(2)我每天读三次英语。
I read English three times__ a day．情景导入生成问题T：What do you usually do on weekends?S1：I usually play basketball.S2：I often go shopping.S3：I sometimes help my parents with housework.自学互研生成能力Task 1Let's read new words and the phrases.1．I can read.(我会读)housework，once，twice，Internet，program，always，usually，often，sometimes，hardly ever，never2．I can write.(我会写)翻译下列短语和句子。
新目标英语八年级上unit 2 教案
课题Unit 2 What’s the matter? Section A 授课教师付莲萍课型New lesson 授课班级八年一班教材分析：本课学习一些有关身体部位、疾病的词汇和短语，学生通过小组合作与交流能够应用所学知识进行病情的具体询问并提出是适当的建议学情分析：学生对一些有关身体部位的单词有一定的了解，能够在已有的知识上进一步升华，积极配合课堂的各个环节。
教学目标：1)Knowledge Objects:Important words: stomach , nose , tooth , sore , toothache , have a coldSentence Pattern: What’s the matter? What’s wrong with sb?I have a headache/stomachache/toothache/sore back/sore throat.2) Ability Objects: a、To train students’ listening ability.b、To train stude nts’ writing ability.3) Moral Objects：Know how to take care of yourself and others.T教学重点:1) Master the new words：stomach , nose , tooth , sore , toothache2) Know the usage of the sentence pattern such as “What’s the matter?I have a cold3) Give advice according to different illness教学难点：Use the sentence pattern freely and give advice according to different illness教学用具：A computer for multimedia use.教学方法：任务型教学法、小组合作法教学过程教师活动学生活动设计意图教学环节Step one : Lead inHow many parts of the body canyou name? You have done a goodjob, there are some new wordsabout the body, let’s learn themtogether.Step two : PresentationDivide the whole class into fivegroups and have a competitionamong them.1、Show a picture of the body,Point and say the names of thebody parts students don’t knowand write the words on theblackboard .Then teach them toread the words.2、PracticeShow the picture and let studentsname the parts of the body, thenfinish 1a.3、Gane timeTouch and say the parts of the bodyas quickly as possible.4、Show language pointsWhat’s the matter?I have a toothache\cold\sorethroat.Step three: Listening PracticeFirst, students go over the wordsand phrases, try to match theproblems with the advice.Then listen to the tape and checkthe answers,At last, listen to the tape again andfill in the blanks of 2b.Students say the body partsthey learned.Students try to learn andremember the new wordsTry their best to finish theexercise.Touch and say the namesof the body as quickly aspossible.Look at the pictures andmake a small conversation.Go over the words andphrases, then listen to thetape carefully and finishthe exercise.Inspire theinterest ofthe students.Step four: Pair workLook at the sample conversation, then imagine you are a magic doctor, role play your own conversations with your partners. Step five: SummarySum up today’s important points. Step six: Homework1. Read each new words & dialogues of P7 & 8 three times （☆）.2. Interview your family members and write 2 dialogues on their health（☆☆）. Role play the conversations Sum up today’s important points.板书设计Unit 2 What’s the matter?I fever drink lots of water You cold take some medicine He have\has stomachache should\shouldn’t lie down and rest She toothache see a dentistThey sore throat drink hot tea with honey。
【人教版】新目标八年级英语上册：Unit 2 单元说课稿
【人教版】新目标八年级英语上册：Unit 2 单元说课稿一. 教材分析新目标八年级英语上册Unit 2主要讲述了关于一般现在时的用法。
本单元包括两个部分：Section 1和Section 2。
Section 1主要介绍了一般现在时的基本结构和用法，通过一个关于家庭成员的对话和一个关于日常活动的，让学生理解和掌握一般现在时的构成和表示含义。
Section 2则通过一个故事和一个任务型阅读，进一步巩固一般现在时的用法，并引导学生运用一般现在时进行叙述和描述。
二. 学情分析八年级的学生已经掌握了英语学习的基本语法和词汇，具备一定的听、说、读、写能力。
但对于一般现在时的理解和运用，部分学生可能还存在一定的困难。
因此，在教学过程中，需要关注学生的个体差异，针对性地进行教学，帮助学生理解和掌握一般现在时的用法。
三. 说教学目标1.知识目标：学生能够理解一般现在时的概念、结构和用法，能够正确运用一般现在时进行叙述和描述。
2.能力目标：学生能够在日常交流中运用一般现在时，提高英语表达的能力。
3.情感目标：通过本单元的学习，学生能够培养对英语学习的兴趣，增强自信心。
四. 说教学重难点1.教学重点：一般现在时的结构、用法和意义。
2.教学难点：一般现在时的运用，特别是在具体情境中的运用。
五. 说教学方法与手段1.教学方法：采用任务型教学法、情境教学法和交际法，让学生在实际情境中理解和运用一般现在时。
2.教学手段：利用多媒体课件、图片、故事等教学资源，激发学生的学习兴趣，提高课堂参与度。
六. 说教学过程1.导入：通过一个与学生生活密切相关的场景，如询问学生家庭成员的姓名和年龄，引导学生进入一般现在时的学习。
2.新课呈现：通过一个关于家庭成员的对话和一个关于日常活动的，展示一般现在时的结构和用法。
3.实践环节：学生分组进行角色扮演，运用一般现在时进行对话，巩固所学知识。
4.任务型阅读：学生阅读一个关于故事的文章，回答相关问题，进一步理解一般现在时的用法。
【人教版】新目标八年级英语上册：Unit2单元教学设计
【人教版】新目标八年级英语上册：Unit2单元教学设计一. 教材分析人教版新目标八年级英语上册Unit 2主要围绕“How do you get to school?”这一主题展开，通过引入不同的交通工具和描述去学校的方式，让学生能够运用一般疑问句询问他人如何去某地，并能用现在时态描述自己的日常上学路线。
同时，本单元还涉及到一些日常对话的交际用语，如问候、介绍、道别等。
二. 学情分析八年级的学生已经掌握了基本的英语语法和词汇，具备一定的听、说、读、写的能力。
但是，对于一些复杂的交通方式和表达方式可能还存在困难，因此，在教学过程中需要注重对学生细节的理解和语言表达能力的培养。
三. 教学目标1.知识目标：学生能够掌握与交通方式相关的词汇和表达方式，如bus,subway, car, walk等，以及一般疑问句的构成和用法。
2.技能目标：学生能够用英语询问他人如何去某地，并能用现在时态描述自己的日常上学路线。
3.情感目标：通过小组合作，培养学生的团队协作能力和交际能力。
四. 教学重难点1.重点：学生能够正确使用一般疑问句询问他人如何去某地，并能用现在时态描述自己的日常上学路线。
2.难点：对于一些复杂的交通方式和表达方式的准确运用，以及对于不同场景下的语言交际能力的培养。
五. 教学方法采用任务型教学法，通过设定各种实际情境，让学生在完成任务的过程中运用英语，提高学生的实际运用能力。
同时，运用分组合作、讨论等教学手段，激发学生的学习兴趣，培养学生的团队协作能力和交际能力。
六. 教学准备1.准备相关的交通方式的图片、地图等教学素材。
2.设计各种任务和活动，如角色扮演、小组讨论等。
3.制作课件，包括单词卡片、对话示例等。
七. 教学过程1.导入（5分钟）利用图片和地图，引导学生谈论自己平时如何去学校，激发学生的学习兴趣。
2.呈现（10分钟）展示与本课主题相关的词汇和句型，如“How do you get to school?”和各种交通方式的词汇。
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初中英语新课程标准教材英语教案( 2019 — 2020学年度第二学期 )学校：年级：任课教师：英语教案 / 初中英语 / 八年级英语教案编订：XX文讯教育机构新目标英语八年级上册unit2教案教材简介:本教材主要用途为通过学习英语的内容，提高学生的语言技能，增加一项语言能力，有利于国际化的日常交流、生活、工作等，本教学设计资料适用于初中八年级英语科目, 学习后学生能得到全面的发展和提高。
本内容是按照教材的内容进行的编写，可以放心修改调整或直接进行教学使用。
unit 2what’s the matter?topic: health教学目标语言目标what’s the matter?i have a headache.you should drink some tea.that sounds like a good idea.i have a sore back.that’s too bad.i hope you feel better soon.能力目标learn to give advice and make suggestions. talk about health.语言结构have for talking about health problems modals: should/ shouldn’t语言功能i have a headache/ stomachache / toothache.you should go to bed.you shouldn’t eat anything for two hours.学习策略与思维技巧using what you know.inferring content.重点词汇head, nose, eye, ear, mouth, tooth, neck, stomach, back, leg, arm, hand, foot tired, hungry, thirsty, stressed outa cold, headache, backache, toothache, stomachache, sore throatdentist任务型活动task onehealth information centretask twowho is dr. know?healthteaching procedurestask onehealth information centre目的learn to give advice and make suggestions. talk about health.stepsteacher’s activitystudents’ activity任务前step 1ask the students to name as many parts of the body as they can. check the answers.name the part of the body.mark the body parts with the letters a-m individually.step 2ask the students to focus on the five students in the picture. play the recording twice.check the answers.listen to the recording.write the number next to the students’ name in the picture.step 3ask two students to read the conversation in the speech bubble.walk around the room monitoring their work.make their own conversations about the five students in the picture. step 4play the recording of activity 2a twice.check the answers.listen to the 4 conversations and match the problems with the advice. step 5play the recording of activity 2b twice.check the answers.listen and fill in the missing words.任务中step 6ask the students to role play the conversations in 2b.move around the room while the students are working.pole play the conversation in 2b and present their conversations to the class.step7help the students to form a health information center.guide them to act as patients and doctors. ( choose a problem first, and then go the doctor. the doctor ask what the problem is and give advice.)group work.present their performances to the class.任务后step 8check the answers.fill in the blanks in activity 3a individuallystep 9do the exercises in workbook 1-4 after class individuallytask twowho is dr. know?目的learn to give advice and make suggestions.talk about health.stepsteacher’s activitystudents’ activity任务前step 1introduce more key words and expressions of giving advice. check the answers.match the words or expressions in 1a and 1b in section b.step 2play the recording four times.(if needed, i shall pause it after each conversation so that the students can have enough time to write down the sentences.)check the answers.listen to the recording for the first two times and write the problems in the blanks after each person’s name.listen again and write what each person should and shouldn’t do for their problem.任务中step 3ask several pairs to perform their conversations for the class.use the information in activity 2a to make conversations with a partner.perform the conversation in front of the class.step 4explain the instructions for the task.move around the room and offer help if needed.ask the students to vote for dr. knowthe steps:1 choose a problem from the list.2 go to any student in our class for advice.3 write down the best advice and the name of the student who gives you the advice.4 decide who is dr. know.任务后step 5check the answers. (the answers may be vary. if the student has too much yin. the words to be underlined are: eat hot yang foods, like beef or lamb. if the one has too much yang, the words to be underlined are: eat more yin foods, like tofu or bean sprouts; eat a balanced diet.)read the article in activity 3a and underline the things each student should do.step 6check the answers.fill in the blanks on their own.make their own sentences with the words.step 7check the answers in workbook.do the workbook exercises.XX文讯教育机构WenXun Educational Institution。