发布时间 : 星期四 文章最新人教版八年级下册英语教学设计(全册 共83页)更新完毕开始阅读d234c1b5f80f76c66137ee06eff9aef8951e4876
最新人教版八年级下册英语教学设计（全册 共83页）
目 录
Unit 1 What’s the matter?
Unit 2 I’ll help to clean up the city parks Unit 3 Could you please clean your room Unit 4 Why don’t you talk to your parents
Unit 5 What were you doing when the rainstorm came Unit 6 An old man tried to move the mountains Unit 7 What’s the highest mountain in the world Unit 8 Have you read Treasure Island yet Unit 9 Have you ever been to a museum Unit 10 I’ve had this bike for three years
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Unit 1 What’s the matter
第1课时 Section A 1a-2d
教学目标 一、知识与技能
1. 熟练读出，拼写本节课的表示身体部位的单词。
2. 掌握并运用询问和回答健康问题的句型和就健康问题提建议的句型。 3．能听懂并表演有关健康的对话。 二、过程与方法
让学生多听、多说、多动手、多动脑、养成良好的习惯。 三、情感态度与价值观
通过描述自己身体的不适提出建议，表达自己的看法，使学生在人际交往中学会关心别人，增进情谊。
教学重点
能听懂并熟练说出有关健康问题的对话。 教学难点
熟练掌握身体部位的表达和有关健康问题的重点句型。 教法导航
直观教学法、情景教学、任务型教学法和听、说、读、写相结合等。 学法导航
小游戏，表演和练习。 教学准备
1. 图片，视频，卡片，课件。
2. 通过预习课本，资料或上网等认识身体部位的英语表达。 教学过程
Step 1 Greetings Greet the class. Step 2 Lead-in
Play a song for all the students to sing along with“If you are happy”.
While singing，touch the part that is mentioned in the songs. (clap your hand，stomp your feet，wink your eye ).
Then sing the song，add up other parts——If you are happy and you know it shake your head，open your mouth，lift up your leg，lift up your arm… etc.
And the teacher shows the pictures about body parts on the blackboard. Step 3 Presentation T：OK，class，we know the body parts just now. They are altogether in one family， but I want to tell you that they can?t be friendly. They will have a fight sometimes. If you can?t believe，let?s watch the programme…Body fight.
After the programme，ask the students：Now，do you know…Why do they fight? What are they fight for?
students：Who is important?
T：Good! Do you think who is the most important ? And tell me the reason，Why? S1：Mouth，because I can?t eat to live without it.
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T：What else can mouth do?
S1：Drink，speak English，sing songs，talk with my friends…
S2：Ears，because I can?t hear other people?s words and beautiful music without them. …
T：Everybody?s answers are very good. In fact，the body parts are in one family. They can?t fight，they can help us do many things，They are all important. So，we should take care of them. But the body parts has some problems sometimes. Then the teacher shows a bandage and puts the bandage on the stomach， and asks： What?s the matter with me? I?m not feeling well. I have a stomachache. Then the teacher puts the bandage on another part of body and gets the students to guess the problems：have a toothache，have a headache…
Step 4 Pair work
The teacher puts the bandage on the part of a student?s body and ask：What?s the matter? and guide him to use the pattern：I have a/an… Then asks the students to work in pairs and talk about health problems by using the bandage and using the target languages：What?s the matter? I have a/an… Later act them out in the class.
After several pairs，the teacher chooses one pair and ask other students：What?s the matter with her? students：She has a headache. Then the teacher ask some students to show the health problems with the body language，and ask other students to have conversations in pairs.
S1：What?s the matter with him/her? S2：He/She has a … Step 5 Presentation
T：Ok，we have so many problems in the practice just now. Don?t worry，they are not true. But if we are really ill one day. What should we do? Now，I give you some pictures. I think they will help you find the answers.
T：Suppose you are a doctor. If I have a cold/fever/toothache…What should I do? What shouldn?t I do?
S1：You should… S2：You shouldn?t… Step 6 Listening
2a and 2b. Play the tape for the students and let them do it by themselves. Then play it again and check the answers.
Step 7 Pair work
2c. Role play the conversations in 2b. Let the students read the conversations in 2c first. Then work in pairs，make a new conversation according to 2b. Show more pictures and let the students make more conversations.
Step 8 Act out
2d T：Do you want to be a doctor to help others? Do you go to see a doctor when you aren?t healthy? Today，I give you a chance，now，suppose you are a doctor，and your group members are your patients. They aren?t feeling well. Please make a dialogue to present the scene in the hospital. And you may use the expression given. Later let?s act out in the class.
Step 9 Homework
Make up as many dialogues about health as possible after class. 课堂作业
I. 根据句意和首字母完成单词。
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1. What?s the m________with you?
2. We hear with our e________and see with our e________. 3. He usually goes to school on f________. 4. I have a t______，so I want to see a dentist. II. Choose the best answer.
1. ---What?s ______? ---I have ______.
A. matter， fever B. the matter， a fever C. matter， fevers D. a matter， a fever 2. ---I have a fever. ---_________.
A. I think so. B. That?s OK. C. Really? D. I am sorry to hear that. 3. You should drink hot tea ________ honey.
A. in B. with C. of D. at 4. I have a lot of _____.
A. headaches B. headache C. the headache D. a headache
参考答案：I. 1. matter 2. ears，eyes 3. foot 4. toothache II. 1. B 2. D 3. B 4.B
教学反思
英语教学提倡体验、实践、参与、交流与合作的学习方式，要使学生尽可能多地从不同的渠道，以不同的方式接触和学习语言，亲身感受和直接体验语言，在互动中交流语言，在体验中生成知识，使语言的学习转变成一种创造和运用语言的体验过程，因此在教学中应遵循体验式教学模式，使得教师的输入和学生的输出科学地结合起来。
在本节课的教学设计中，要尽量多设计贴近学生生活的语言情境，通过图片、实物等营造出英语学习的情境和氛围，让学生在接近真实中开展角色扮演活动，激发他们的参与热情，让整节课都洋溢着较高的学习热情。
Unit 1 What’s the matter
第2课时 Section A 3a-4c
教学目标 一、知识与技能
1. 掌握有关健康问题的词汇和句型。 2. 培养阅读理解能力。 3. 完成相关练习。 二、过程与方法
通过情景设计来激发学生的学习兴趣，并培养学生自主学习和与他人合作的精神。 三、情感态度与价值观
通过阅读、理解课文，培养学生乐于助人的品质。 教学重点
掌握重点句型：What?s the matter (with…)? I have / He (She) has a fever. You / He (She) should lie down and rest.
教学难点
第三人称单数谓语的正确使用。 教法导航
创设情境，帮助学生更好地理解课文。小游戏，两人或多人小组活动。
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