说课稿 人教版新目标八下Unit1 SectionA1
新目标八年级下册unit1sectiona课件3a-3c说课材料
He told the passengers that he must take the man
to the hospital. He expec希te望d ，m期os待t or all of the passengers to get off and wait for the next bus.
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授课者：雾渡河初中 谢清华
Language goals（目标导学）1’
1. 单词和短语：passenger，off, get off, to one’s surprise, onto, trouble, hit, right away, get into 2. 重点句子： 1.At 9:00a.m. yesterday, bus No.26 was going along Zhonghua Road when the driver saw an old man lying on the side of the road. 2.He expected most or all of the passengers to get off and wait for the next bus. 3.To his surprise, they all agreed to go with him. 4.Thanks to Mr. Wang and the passengers, the man was saved by the doctors in time. 3.学习助人为乐的精神。Fra biblioteknext
The bus driver, 24-year-old Wang Ping, stopped
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人教版八年级下英语Unit1SectionA1(1a–2c)优秀教学案例
3.教师引导学生思考如何选择合适的交通方式，以及如何与他人进行有效的沟通和交流。
（五）作业小结
1.教师布置作业，要求学生根据本节课所学内容，写一篇关于自己上学交通方式的短文。
2.教师提醒学生在作业中注意使用所学词汇和短语，并正确运用日常英语口语交流的基本表达方式。
四、教学内容与过程
（一）导入新课
1.教师以日常生活场景为切入点，如学校门口的交通情况，引起学生对交通方式的兴趣和关注。
2.利用多媒体展示不同人物上学和放学回家的交通方式，引导学生观察和思考，为新课的学习做好铺垫。
3.教师提出问题，如“你们平时是怎么去学校的？”、“你认为哪种交通方式最环保？”等，激发学生的思考和讨论，引出本节课的主题。
（三）学生小组讨论
1.教师组织学生进行小组活动，让学生根据1a的图片和2a的单词，用英语讨论不同人物的上学交通方式。
2.鼓励学生发表自己的观点，培养他们的口语表达能力和合作能力。
3.教师巡回指导，解答学生的疑问，提供必要的帮助和支持。
（四）总结归纳
1.教师邀请学生分享他们在小组讨论中的成果，引导他们总结和归纳不同交通方式的优点和缺点。
二、教学目标
（一）知识与技能
1.学生能够正确朗读并理解1a中的图片和问题，掌握相关词汇和短语，如“by bus”，“on foot”，“bicycle”等。
2.通过听力练习1b，学生能够听懂并模仿对话中的发音和语调，理解日常英语口语交流的基本表达方式。
3.学生能够运用所学知识，在2a的单词和短语帮助下，进行简单的英语对话，表达自己上学和放学回家的交通方式。
4.学生能够理解本节课的主题，通过观察图片和听力练习，分析并描述不同人物的交通方式，提高观察力和思维能力。
Unit 1 第一课时 Section A (1a-2d) 课人教版八年级英语下册
Conversation 2 Nurse: What’s the matter, David? Are you OK? David: I ate too much junk food at my friend’s birthday party.
water. I have a very sore throat now.
1c Look at the picture. What are the students’ problems? Make conversations.
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.
So last night, I got a stomachache. I almost couldn’t get myself out of bed this morning.
Conversation 3 Nurse: What’s the matter, Ben? Can you move?
Ben: Not really. I was playing soccer the other day and I hurt myself. It seemed OK at first, but now I have a really sore back.
能够在医院的情境中正确使用“have+(a)+病症”结构、情态动词 should，以听说等方式理解他人和描述自身的健康问题、恰当表达 自己的建议；
新目标(人教) 八年级下册英语教学课件 Unit1 Section A(2a-2d)
Section A (2a-2d)
学习目标
➢ Key words & phrases: fever; lie down; rest; cough; toothache; take one's temperature;
headache; have a fever; break; take breaks(take a break); hurt. ➢ Key sentences:
too long without moving. without doing sth. 没有做……
Mandy: I think you shoul 躺下休息 your head and neck still hurt tomorrow,
then go to a doctor. if 引导的条件状语从句
试体会以下句子中away from ...的意思： In spring or autumn, my parents usually take their annual vacation away from home. 我父母通常在春季或秋季去外地休年假。
2. You need to take breaks away from the computer. 你需要远离电脑好好休息一下了。 1) break n. 间歇；休息 take a break/take breaks 【拓展延伸】 break n. 缝隙；间隔
e.g. We can see the moon through a break in the clouds. break v. 打破；弄坏；违反；中断······(break-broke-broken) e.g. She broke the silence(寂静) by coughing.
人教版英语八年级下册Unit1SectionA(1a1c)教学设计
1.重点：本章节的重点在于掌握一般过去时的用法，以及与度假活动相关的词汇和句型。此外，培养学生的听说能力和阅读理解能力也是教学的重点。
难点：对于学生而言，一般过去时的构成和运用是一个难点，尤其是在实际对话中的灵活运用。另外，如何将所学的词汇和句型恰当地运用于描述过去的活动中，也是学生需要克服的难题。
5.预习作业：
-预习下一节课的内容，提前了解与度假相关的其他话题，为课堂学习做好准备。
-收集关于度假的英语词汇和表达，与同学分享，提高词汇积累能力。
2.教学方法：
-采用提问、复述等方式，检验学生对课堂所学知识的掌握程度。
-鼓励学生提出疑问，针对共性问题进行解答，帮助学生巩固所学内容。
五、作业布置
为了巩固本章节所学知识，确保学生对一般过去时的掌握以及与度假活动相关词汇的运用，特布置以下作业：
1.书面作业：
-完成教材中1d部分的练习题，包括填空、选择和改错，以巩固动词过去式的变化规律和一般过去时的用法。
-利用头脑风暴活动，让学生自由讨论并分享他们的度假经历，为新课的学习打下情感基础。
2.新课呈现：
-采用任务型教学法，引导学生通过听力和阅读活动，理解和掌握目标语言。
-通过互动式的课堂对话和小组讨论，让学生在实际交流中运用新学的词汇和句型。
3.课堂实践：
-设计不同难度的听说练习，如信息差对话、角色扮演等，以适应不同水平的学生。
- What activities did you do during your vacation?
3.学生分享：
-鼓励学生用英语分享自己的度假经历，为课堂营造轻松愉快的氛围。
-教师引导学生关注并记录下学生分享中出现的度假活动词汇。
（二）讲授新知
人教新目标八下教案：Unit1 What's the matter(Section A (3a – 3c))
课题：Unit 1 What’s the matter? Section A 2 (3a – 3c) 备课日期：2014.2.19 编号：No.2学习目标Words: passenger, off, onto, trouble, hit,Phrases：lie on the side of the road, without thinking twi ce, get off,to one’s surprise, get into, thanks to, in time, right away, get into troubleSentences：1.He expected most or all of the passengers to get off and wait for the next bus.2.It’s sad that many people don’t want to help others because they don’t want any trouble.重点Aims 1,2&3，理解短文意思，完成3b,3c 的内容难点Retell the story in English usingthe new words and phrases in thepassage.教材分析与教法设想本节课是阅读课，通过阅读一个见义勇为的故事来学习弘扬真善美。
自读文章2次，把握文章大意。
划出重点短语和句子。
划出不懂的地方准备小组讨论。
板书设计Unit 1 What’s the matter? Section A 2 (3a – 3c)1.lie on the side of the road 6. thanks to2.without thinking twice 7. in time3.get off 8. right away4. to one’s surprise 9. get into trouble5.get in to导学过程学习过程教学过程Step 1. Warm up1.Daily report.2.自学检测完成下列句子。
人教版八年级下册英语Unit1SectionA1a1c教学设计
（一）教学重难点
1.重点：本章节的重点在于让学生能够熟练运用一般现在时态描述日常活动和习惯，并运用频率副词来修饰动词，使句子更加丰富和准确。
难点：对于不同频率副词的准确运用，以及如何将这些词汇和时态自然地融入到日常对话中，对于部分学生来说可能存在一定难度。
2.重点：提高学生的听说能力，特别是在理解日常活动描述和表达自己日常习惯方面的听力理解能力和口语表达能力。
以个人或小组形式进行练习，教师巡回指导，针对学生的错误进行纠正和指导。
3.教学目标：
通过课堂练习，巩固学生对本节课所学知识点的掌握，提高学生的语言运用能力。
（五）总结归纳
1.教学活动设计：
在课程结束时，邀请学生对本节课所学内容进行总结，分享学习收获和感受。
2.教学方法：
采用学生自主总结、教师点评的方式进行，强调学习重点和难点，为学生提供复习和巩固的方向。
b.完成课本练习册中与本节课相关的练习题，巩固对语法知识点的掌握。
2.口语作业：
a.录制一段视频，向同学介绍自己的日常活动，要求语言表达流畅，发音准确，使用一般现在时态。
b.与家长进行英语对话，询问并描述家长的一天生活，提高实际口语交流能力。
3.拓展作业：
a.搜集并整理有关日常活动的英语文章或歌曲，与同学分享，拓宽知识面。
b.尝试创作一首关于日常活动的英文歌曲，运面临词汇量不足、发音不准确、语调不自然等问题。
（二）教学设想
1.针对教学重点和难点，我设想通过以下步骤来优化教学效果：
a.采用情景教学法，设计真实语境，让学生在模拟日常生活的场景中进行角色扮演和对话练习，以此提高学生的语言实践能力。
b.利用多媒体资源，如动画、视频等，生动展示日常活动，帮助学生理解和记忆新词汇，同时通过听力和口语练习，提升学生的听说技能。
人教新目标八下教案：Unit1 What's the matter(Section A Grammar Focus--4c)
课题：Unit 1 Section A Grammar Focus--4c 备课日期：2014、2、20 编号：03学习目标1. Summarize the grammar and practice them.2、Enable the students to do things using the target language and the grammar.3、Learn to look aft er yourself and others.重点Aim s 1& 2 难点Make conversations with thesentence structures in thegrammar focus.教材分析与教法设想本节课主要是总结本单元的主要句式，熟练运用询问和表达身体的种种不适，并给予适当的建议的句型。
对这部分应让学生先独立完成，再核对答案，纠正他们的错误，以加深记忆和理解。
小组合作完成知识点总结，教师给予补充。
除完成课本上的练习，要适当拓展，让学生练习会话，表演等。
达到熟练运用目标语言的目的。
板书设计Unit 1 What’s the matter?Section A Grammar Focus--4c1.have a(an) +疾病名词/ have a sore+ 身体部位，表患病，2.be/feel +形容词，表不适，3.hurt /cut/ break +具体部位，表伤害，4.take /get 表示诊治：5.用see或者go to …表达就医:6.用情态动词should表达建议导学过程学习过程教学过程be/feel +形容词，表不适，be/feel sick/bad/terrible,/tiredget hurt 表受伤hurt /cut/ break +具体部位，表伤害，如：hurt my leg, cut he r finger, break his arm, hurtmyself, cut himself, cut one’s knee, hurt one’sbacktake /get 表示诊治：take one’s temperature, take some med icine, getan X-ray,用see或者go to …表达就医:See a doctor, see the dentist , go to the doctor, goto the hospital.用情态动词should表达建议He should lie down and rest.She should take her temperature.Should I put some medicine on it ? Yes, youshould./ No, you shoul dn’t.Di ctation for the word and expressions in 3a.小组读Grammar Focus中的句子并翻译.总结所学语法，并造句。
人教新目标版八年级英语下册Unit 1 Section A (3a-3c) 教案设计
Unit 1 What’s the matter?Period 3 Section A (3a-3c)Teaching Aims and Demands:1、Knowledge Object:(1) Words and expressions:passenger, off , get off , to one’s surprise, onto, trouble ,hit ,right away, get into ,bus No.26, see sb. doing sth. , shout for help, thanks to,(2)Reading2、Ability Object:Train and develop the students’ reading ability.3、Emotion Object:To be a helpful person because helping others is helping yourself.Teaching Key Points:(1) Words and expressions:passenger, off , get o ff , to one’s surprise, onto, trouble ,hit ,right away, get into ,bus No.26, see sb. doing sth. , shout for help, thanks to,(2)ReadingTeaching Difficult Points:Train and develop the students’ reading ability.Teaching Methods：1. Talking method.2. Discussion method.Teaching Aids:CAI, A tape recorder.Teaching Procedure:Step1. Warming upChant:I have a headacheHead, head, I have a headache.I have a headache,And my eyes hurt!Stomach, stomach, I have a stomachache.I have a stomachache,And I have the flu!Ear, ear, I have an earache.I have an earache,And I have a fever!Tooth, tooth, I have a toothache.I have a toothache,And a sore throat!Back, back, I have a backache.I have a backache,And my knee hurts!I have a headache, I have an earache,A toothache, a backache,And a sore throat.My eyes hurt, my knee hurts, I have a stomach ache.I have a fever,And I have the flu!Oh, dear. Next, please!Step2. Greeting and revisionGreet the whole class as usual.RevisionT: Oh! They al l have matters. What about you ? What’s the matter with you ? S1: I have a …T: Maybe you should …but you shouldn’t…S1: That’s a good idea. (Turn to S2) What’s the matter with you?S2: I have a/an…S1: Maybe you should /shouldn’t…S2: That’s a good idea. ( Turn to S3) …Step3. Presentation1. Show the picture of accident in 3a and the title of the passage.Have a discussion about it.T: Look! The man is lying by the road.What happened to him ?What was the woman next to him doing?Did the man die? Who do you think is going to save the man?2.Teach the new words .passenger, off , get off , to one’s surprise, onto, trouble ,hit ,right away, get intoStep4. Reading1. Do 3a. Fast-reading.Do you think it comes from a newspaper or a book? How do you know?2. Careful-reading.Read the passage carefully and fill in the time line.Something happened Bus driver’s reaction Passengers’ reaction Result Discuss the answers in pairs.3. 3b. Check the things that happened in the story.Then check the answers together.4. 3c.Have the students discuss the questions with the partners. Give Ss some minutes to prepare and then ask some students to say out their opinions.nguage pointsHave the students summarize the expressions:Expressions about bus:Bus No.26, bus driver, the passengers on the bus, stop the bus without thinking twice, get off/ on the bus, help to move the man onto the busExpressions about first aid:See a man on the side of the road, have a heart problem, go to the hospital, take the man to the hospital, save the man in time, only think about saving a life.3.Other expressions:to one’s surprise, in time, agree to do sth. expect to do sth. ,get into troubleStep6 HomeworkMemorize the words and expressions.Finish off the exercises in the workbook.使用‘学乐师生’APP就回顾课堂进行3-5分钟录像，并分享给你的同学们，看谁的回顾最到位。
人教版英语八年级下册-Unit 1 Section A (1a—2d)教案
Unit 1 What’s the matter?Section A (1a—2d)一、教学目标1. 能够熟练掌握本课重点词汇：matter, sore, stomachache, foot, neck, stomach, throat, fever, lie, rest, cough, X-ray, toothache, break, hurt,have a cold, have a stomachache, have a sore back, havea sore throat, lie down, cut oneself, take one’s temperature, have a fever, take breaks等。
2. 熟练运用本课重点句型:(1) —What’s the matter?—I have a…(2) —What should I do?—I think you should lie down and rest.3. 能够听懂谈论健康问题的对话，并能从中提取关键信息。
4. 能够使用“have+(a)+疾病”结构描述健康问题，并能就健康问题提出简单的建议。
5. 学会关心自己和他人，通过询问他人的健康情况并给予帮助，从而增进人与人之间的感情。
二、教学重点及难点重点：1. 能够听懂谈论健康问题的对话，并能从中提取关键信息。
2. 能够使用“have+(a)+疾病”结构描述健康问题，并能就健康问题提出简单的建议。
难点：能够使用“have+(a)+疾病”结构描述健康问题，并能就健康问题提出简单的建议。
三、教学过程四、板书设计Unit 1What’s the matter?第1课时Section A (1a—2d)Key words and phrases: matter, sore, stomachache, foot, neck, stomach, throat, fever, lie, rest, cough, X-ray, toothache, break, hurt,have a cold, have a stomachache, have a sore back, have a sore throat, lie down, cut oneself, take one’s temperature, have a fever, take breaksKey sentences:1. —What’s the matter?—I have a…2. —What should I do?—I think you should lie down and rest.。
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Unit1 Section A (1)
一、Analyzing teaching material
1. status and function
Unit1 Section A (1) is “What’s the matter (with you)?”. The lesson is
focused on talking about healthy problems and giving some advice to others.
It’s helpful to improve the Ss communicative/ reading ability.
2. Teaching aims and demands
1）knowledge objects
Enable the Ss to remember the following new words & phrases:
matter, sore, stomachache, foot, neck, throat, fever, lie (lay), rest, headache,
cough, toothache, break, hurt (hurt), have a cold, have a stomachache, take
one’s temperature, lie down, have a fever.
Talk about healthy problems and give advice.
2）ability objects
a. Ask the Ss to make up a similar dialogue.
b. Help them to understand the dialogue better and practice the four
skills.
c. Develop their ability of thinking independently.
d. Cultivate their ability to discover, analyze and solve problems.
e. Train them to collect information from the Internet.
f. Train them with some effective learning methods to optimize Ss’
learning results.
3）moral objects
a. Arouse their interest in learning English;
b. Help them to talk about healthy problems and give advice..
c. Enable the students to care for others.
d. Give others some advice about health.
e. Encourage the Ss to help and care for each other.
5. important points
a. New words and phrases
b. Talk about problems of the health.
6. difficult points
Develop their communicative ability. Act out their own dialogue.
7. teaching aids (multi-media computer, software, OHP)
It’s of great help to increase the class density and improve our teaching
result. It can also make the Ss reach a better understanding of the text by
making the classes lively and interesting. At the same time, it arouses the Ss’
interest in learning English.
二、Teaching methods
Five - step method; audio-video; communicative approach;
Task-based learning: Teachers use this teaching method. TBLT can develop
their ability in language application. Make the Ss the real masters in class
while the teacher himself acts as the director and bring their ability into full
play.
三、Studying methods
1. Teach Ss how to be successful language learners.
2. Teach Ss how to develop the reading skill; how to communicate with
others; how to learn new words; how to learn independently;
3. Get the Ss to form good learning habits.
四、Teaching procedures
Step1. Revision
Show a picture of Yao Ming. Help the students to revise the parts of body.
Step2. Presentation
Play a video Boonie bears. Ask the students “What’s the matter with
Logger Vick?”
Use different pictures to learn new words and phrases.
Step3. Listening
1b Listen and look at the picture. Then number the names 1-5
Listen to the conversations again and fill in the blanks.
Step4. Speaking
1c Look at the pictures. What are the students’ problems? Make
conversations. Give some models.
Step5. Guessing games
Guess what has happened to the students by using the important sentences.
Step 6 Listening
2a Listen and number the pictures [1-5] in the order you hear them.
2b Listen again. Match the problems with the advice.
Step 7 Role–play
Imagine you are the school doctor. A few students have health problems.
Role-play a conversation between the doctor and the students.
Step8. Homework
1. Copy the new words and the useful phrases.
2. Make a dialogue like the one in 2d.