英語人教版八年級下冊What-is-the

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1、主題:Whats the matter?探究性學習設計方案適用 年級所屬 英語 學科 設計人 張艷玲情境|任務|成果|資源|評估教材簡析本單元主要是以表述感覺為主，通過學習，讓學生們了解到如何詢問他人狀況，并能夠用準確的詞語表達自身的感覺。此外，對各種狀況應給予什么幫助的練習，讓學生們在掌握知識的同時，培養關心他人的情感，以及與人相處的能力。教學目標1.能正確理解、掌握對話內容，并能朗讀、初步表演對話。2. 能用貼切的形容詞表述自己的感覺： ill, tired, hungry, thirsty。能正確聽、說、讀句型Whats the matter? Im Are you?能正確地運用對話中的

2、日常交際用語Heres a for you. Thank you. Why dont you ? OK.能準確的讀單詞tired。讀音能到位。3.通過本課的學習,培養學生的英語表達能力,及關心他人，多給他人提供建議的良好的習慣。教學重點1，能正確理解、掌握對話內容，并能朗讀、初步表演對話。教學難點1 能比較流暢的朗讀對話，并能在掌握對話內容的基礎上進一步表演對話。2 能在較真實的情境中恰當運用本單元的重點句型和日常交際用語。六課前準備多媒體課件， 板書所需句型，一些食物飲料圖片 教學設計：情境：本節通過多種手段來輔助教學，幫助學生理解對話內容，并能夠會說一些日常交際用語。任務：1、Step 1

3、Warm up 成果：通過Free talk的形式，借助多媒體呈現的各類物品讓學生操練所學的詞匯、句型。 1. Greetings and free talkTSs：Good morning, boys and girls. How are you? 2. Free talk 借助多媒體呈現各種食品飲料類單詞，請學生根據所學過的句型進行自由會話。Eg.Whats this?Do you like?What can you see? 任務：2、Step 2Presentation and practice成果：（一）利用多媒體設備播放聲音圖片，在視覺和聽覺上給予學生一定的沖擊，使得情景更加富有真

4、實性，有助于提高學生的興趣，活躍課堂的氣氛。通過chant的形式，把新句型變成有節奏感的歌謠，更便于學生的記憶，降低難度。探究活動一、讓學生觀察表格中的數據，歸納結論，在師生互動、合作交流的過程中，學生思維得到自然發展，從而掌握了學習的重點，提高了數學語言的表達能力。 learn“ill, tired”“whats the matter?”及回答“Im”1. T: Boys and girls Are you happy today? But this boy is unhappy.(ppt出示一生病掛水的人同時播放120急救聲音)Whats the matter? 重復3遍并學習句子。2.

5、T: Here are some words. Can you read? 同音詞：hat cat fat “matter” “Whats the matter?”( read one by one.)3. ppt播放回答:“Im ill.”（learn the word”ill”, read and act it）4. TSs“whats the matter?”“Im ill”并適時轉問“Are you ill?”引出回答：“No, Im not ill.”“Yes, I am.”(操練對話)5. ppt shows a boy. T:Lets ask “Are you ill? ”C:“

6、No, Im tired.” (學習單詞 tired 分音節讀，男女生讀，小組讀，) 6TS practice and check it.Whats the matter? Are you?Yes, Im /No, Im not.7. chant: matter, matter, whats the matter? Tired, tired, Im tired. Ill, ill Are you ill? No. no, Im not ill.（二）利用各種精美的圖片更能激發出學生的興趣與欲望，新知學完后及時的操練能夠有效的幫助學生鞏固知識，加深印象。learn “ hungry， “here

7、s for you.”1. T:Now, what can you see?(ppt出示各種食品圖片)S: I can see some cakes./a hot dog/ a sandwich.T: Do you like cakes?S: Yes. I do.T: Oh, How delicious! Are you feel hungry? Are you hungry?S: Yes. I am ./No, Im not.(出示hungry，并學習，)2. T : Hello,*Are you hungry? S：Yes, I do. / No, I dont. T：Heres a ha

8、mburger for you.(給學生相應的圖片)S: Thank you.T: Not at all. (學習句型Heres for you.)3. TSs practice the dialogue.(T shows 3pictures) Ss group work. Then Check it.（三）借助孩子們熟悉的籃球明星姚明，讓他們觀察圖片中姚明神態表情，用已學過的本單元的重點句型Whats the matter?詢問他的情況，并在教師的引導和教授下，學會用Why dont you ?為別人提供建議，解決問題。在這個環節中，滲透本節課的難點句型，通過操練，為下面的語言運用環節打下基

9、礎.learn “why dont you?”1. T: Look, theres a super star. Hes a basketball player. (Show the picture of Yao Ming.)Whos he? (Ss: Hes Yao Ming.) Do you like him? Ss：Yes.2. T:Look at Yao Ming carefully. Yao Ming looks not so good now. Whats the matter with him? Can you ask him? Let me show you, “Hi, Yao

10、Ming. Whats the matter? Are you hungry?”T: Can you ask like this? (Let several students ask one by one.)3. Let the students listen to the answer from Yao Ming, “Im thirsty.”4. T: Yao Ming is thirsty. Look, here are some drinks. What would he like? Perhaps some milk. Perhaps hed like some tea. (Say t

11、o Yao Ming,) “Why dont you have some tea?” (Show the sentence.)Please read after me, “ Why dont you have some tea?” and show the Chinese meaning. ( learn the sentences)read the sentence group by group,read in rows.5. T:What would Yao Ming like? Can you ask Yao Ming? 6.Lets listen to Yao Ming togethe

12、r. (Show the answer.)Yao Ming likes water. （四）learn part A以姚明在籃球方面的卓著表現，引入本單元的主人公Liu Tao，同時為略顯突兀的課文場景創設一個比較自然的“引子”Liu Tao喜歡踢足球，今天剛和同學踢完足球，又累又渴的回到家。這樣，為學生學習話題對話提供教為真實的情境。1. Yao Ming is good at playing basketball. And our good friend Liu Tao is good at playing football. (Show a picture that Liu Tao is

13、 playing football.) 在學生分段學習對話之前，給學生提出思考的問題，讓學生針對所提問題有重點地“看、聽”對話內容，讓學生真正帶著“任務”去學習，在完成“任務”的過程中學習語言，習得語言。2. But now, he is back at home. （Ppt呈現劉濤疲勞的圖片）Whats the matter with him? Lets watch the cartoon.3. Herere some questions for the story. (Read the questions for the students.) Please watch carefully

14、and try to answer. (Let the students watch the first part.)分段教學，幫助學生更好的疏通課文內容，并以幾個問題作為線索，有利于學生對課文的理解。再加上小組合作讀一讀，讓小組發揮出他的功能，逐一攻克難點。4. Check the answers.When the student answers the third question, lead the students read, “Heres a glass of water for you.”5. (Show the pictures of Picture 1and Picture 2

15、.) When Liu Tao comes home, his father says,“Come and have some cakes.” Please read after me and look at my gesture carefully. Let the students read the sentence with different voice.6. But Liu Tao isnt hungry. Hes _. Let the children listen and repeat Picture 1 and 2.7. Now, Im Dad. Group and are L

16、iu Tao, and Group and are Mum. Let s read together. Then youll practice in your small groups.8. Which group wants to try? (Feedback.)9. Liu Tao drinks some water, but he is still not so good. Whats the matter with him? (Show the questions of the second part and let the children read freely.) Lets go

17、 on watching.10. Who can answer the questions?11. Liu Taos mother asks him, “” (Listen and repeat.) And his father advises him, “” (Listen and repeat.) So Liu Tao responds, “”(Listen and repeat.)13. Now you may practice in your small groups again. One is Liu Taos mother, one is Liu Tao, and the othe

18、r is Liu Taos father.(Read in roles and feedback.) 任務3、分段-整體，學習、表演。Step 3Consolidation Step 4Production成果：通過讓學生根據示范自編“Chant”及猜表情動作的游戲再次鞏固“Whats the matter? ”“Im thirsty/hungry/ tired.”，同時使學生繼續保持學習興趣，消除疲勞。Step 3Consolidation1. This time well listen to the tape and read the whole dialogue together.( L

19、isten to the tape and repeat.)2. Let act the whole dialogue. (Let three students act the dialogue.)3. Now, you may practice in your small groups. (Feedback.)Step 4Production1. Summary Today weve learned Unit 9 Whats the matter? What did we learn? Lets make a summary. (Look and listen.)任務4、“Why dont

20、you ?”成果：通過問上臺表演猜表情動作游戲的最后一位學生（Whats the matter?）,在該學生回答“hungry/thirsty/”后自然地引出“Why dont you ?”這個句型。通過呈現學生熟悉的食物及讓學生用所帶的食物（圖片）進行操練句型，讓學生在真實的情境中學習英語，體會英語學習帶來的快樂。1.Teach: Why dont you ?2.Make some sentences with “Why dont you ?”(根據屏幕提示)3.S practise in pairs:S1: Why dont you ? (據屏幕內容)S2:OK.(引導)4.T-S T:X

21、X,whats the matter? （據屏幕）S:Im hungry.T: Why dont you have some bread/hamburgers?S: OK.S work in groups:( 據屏幕內容/自帶的食物或圖片)A:Whats the matter?B:ImA: Why dont you ?B: OK.任務5、語言的綜合運用練習， 成果：教師提供話題讓學生進行語言的綜合運用，配合小組合作，加強學生間知識火花的碰撞，促使學生更好的把所學內容進行運用，發展學生的創造能力。ppt 呈現task : Do you remember the important sentenc

22、es? Lets have a check. Heres a story. Look at the little match girl(賣火柴的小女孩). Whats the matter with her ? Can you make a dialogue? You may talk to your partner and make up a short dialogue. (give some key sentences for the students.) (Feedback.)Step 7Homework Time is up. I think youve done a good jo

23、b today. For todays homework:1. Listen to the tape and read Part A for ten minutes.2. Imitate Part A to make up a dialogue. And finish the task. 任務6、Summarize:成果：Today we have learnt通過這一簡短的課堂小結，讓學生的思維再次活躍，與老師一起進行愉快地回憶本課的學習內容。omework:1.Copy the new words and the sentence “Whats the matter?”each three

24、 times . 2.Preview the text “A”.資源：評估： Whats the matter?交流探究評價量規評價項目評價內容及評級分值分工協作優秀5良好(3-4)繼續努力(3分以下)小組成員有明確的分工、協作，且均能完成各自任務小組成員分工較明確，能進行協作交流同，基本完成各自任務小組成員之間分工不明確，未能完成任務信息來源優秀5良好(3-4)繼續努力(3分以下)能從網絡上快速、準確下載所需資源，不單能從教師提供網站上查，能使用搜索引擎自主下載能從網絡上下載所需資源，并能正確選擇下載能從網絡上下載所需資源，但不會使用搜索引擎，不能正確選擇信息加工優秀5良好(3-4)繼續努力

25、(3分以下)準確合理運用所學音樂知識技能及語言智能，對獲取信息進行加工處理和整合，并且展示效果好較準確合理應用音樂知識技能及語言智能，對獲取信息進行加工處理和整合，并且展示效果較好能應用音樂知識技能及語言智能，對獲取信息進行加工處理和整合，并且展示效果一般成果要求優秀5良好(3-4)繼續努力(3分以下)成果展示設計獨特、合理，觀賞性強，音樂運用及時準確。成果展示設計合理，觀賞性較好，音樂運用及時準確。成果展示設計較合理，觀賞性一般，音樂運用及時?？偡?6分以上為優秀，12分(含)以上為良好，10分以下為繼續努力Whats the matter?探究性學習學生整體評價表探究性學習名稱探究性學習時間參加者自我評價通過探究性學習，你對本節課的研究有何體會？有何思考？在本次探究性學習中，你遇到到了什么困難？怎樣解決的？你對自己在探究性學習中的表現滿意嗎？你在小組交流中，愿意聽取別人的意見嗎？你樂意參加這樣的探究性學習嗎？對教材設計的這個探究性學習，你有什么改進意見？小組評價老師評價