Unit 1 What's the matter 第6课时Section B 3a-Selfcheck表格式教学设计（人教版八年级下）

中小学教育资源及组卷应用平台
Unit 1What’s the matter 课时教学设计
本单元第1课时 SectionB3a-Selfcheck 课型 写作课
语篇研读
What---语篇主题和主要内容 通过展示本单元两个核心话题 (health problems and accidents & advice)复习词汇和句型,为写作做好基础知识储备。 Why---语篇传递的主题意义 通过本单元系统学习，写作应用，进一步帮助学生树立健康意识。 How---文体结构、语言特点及功能 在写作过程中搜集，使用有关身体健康与急救话题的单词、习惯用语和固定搭配。能独立完成一篇针对健康问题和事故给出合理的建议的对话或短文。
学情分析
【已知】 用should / shouldn’t 针对他人健康问题或事故给出合理的建议。 【未知】 能独立完成一篇针对健康问题和事故给出合理的建议的对话或短文。 【能知】 独立完成一篇针对健康问题和事故给出合理的建议的对话或短文
课时教学目标
通过本课学习，学生能够： 1.学习理解： 通过展示本单元两个核心话题 (health problems and accidents & advice)复习词汇和句型,为写作做好基础知识储备。 2.应用实践：能够在老师的帮助下，通过学习，多层次、多角度、多元化的内化本单元所学知识。 能够进行综合作文写作。 3.迁移创新：内化并正确运用所学语言知识，让学生能在情景中获取、运用疾病相关的知识，并且运用所学知识进行写作练习。
教学重难点
教学重点： 1.能用should / shouldn’t 针对他人健康问题或事故给出合理的建议。 2.能独立完成一篇针对健康问题和事故给出合理的建议的对话或短文。 教学难点： 内化并正确运用所学语言知识，让学生能在情景中获取、运用疾病相关的知识，并且运用所学知识进行写作练习。
教学方法
英语教学活动观，情境式教学
教学工具
PPT课件，多功能白板，教案
教-学-评一体化教学过程
教学目标 教师活动 学生活动
学习理解： 通过展示本单元两个核心话题 (health problems and accidents & advice)复习词汇和句型,为写作做好基础知识储备。 教师活动1 Lead in First , introduce the school doctor to Ss. Then talk about the problems Ss may have at school. 学生活动1 Get to know the doctor . Then talk about the problems Ss may have at school. ( health problems and accidents)
设计意图 活动意图说明： 创设校医角色，让学生思考学生们在学校可能会碰见的问题，自然引入对本单元重点短语的复习。
教学目标 学习活动 效果评价
应用实践： 能够在老师的帮助下，通过学习，多层次、多角度、多元化的内化本单元所学知识。 能够进行综合作文写作。 教的活动2 .Ask Ss to talk about what health problems Ss may have at school . At the same time ,they need to summarize the structure-- have a /the +疾病名称 have a +部位+ache have a sore +身体部位 Then ask Ss to talk about different kinds of accidents. (fall down and cut the knee; hurt the back or arm; have a nosebleed; cut the hand ) Ss can also talk about other problems Ss may have at school. (get sunburned; get hit on the head; feel sick; have problems breathing) After that , ask Ss to think of useful advice and treatments according to the pictures on the ppt. (see a dentist ; lie down and have a rest; drink more hot water; drink some hot tea with honey) Next, talk about some useful sentence patterns to give advice. You should do… You are supposed to do… You’d better do… What about / How about doing … Why don’t you do… Why not do… It’s best for you to do … It’s important for sb. to do sth. If you...,you should... . 教的活动3 Suppose you’re the school doctor and give some advice to the student Joe. 教的活动4 First, ask Ss to talk about the key points and requirements 学的活动 2 Ss to talk about what health problems Ss may have at school . At the same time ,they need to summarize the structure-- have a /the +疾病名称 have a +部位+ache have a sore +身体部位 Then ask Ss to talk about different kinds of accidents. (fall down and cut the knee; hurt the back or arm; have a nosebleed; cut the hand ) Ss can also talk about other problems Ss may have at school. (get sunburned; get hit on the head; feel sick; have problems breathing) After that , ask Ss to think of useful advice and treatments according to the pictures on the ppt. (see a dentist ; lie down and have a rest; drink more hot water; drink some hot tea with honey) Next, talk about some useful sentence patterns to give advice. You should do… You are supposed to do… You’d better do… What about / How about doing … Why don’t you do… Why not do… It’s best for you to do … It’s important for sb. to do sth. If you...,you should... 学的活动3 They are supposed to talk about the key points and requirements. 学的活动4 Then they need to analyse the structure of the passage. Read and appreciate the sample version,then think of ways to make it better. Think of some use some useful sentences and sayings. After that, write down their own advice.
设计意图 活动意图说明： 1.给学生提供情景，让学生思考作为一名学校护士，学生可能会有哪些健康问题或事故，以及对应的建议。 2通过图片提示帮助学生回忆巩固所学词汇以及表达疾病的句型，并总结规律，系统呈现。 3.通过一系列的写前活动帮助学生巩固有关身体健康与急救话题的单词、习惯用语和固定搭配；
教学目标 学习活动 效果评价
迁移创新： 内化并正确运用所学语言知识，让学生能在情景中获取、运用疾病相关的知识，并且运用所学知识进行写作练习。 教的活动5 1.Suppose you’re the school doctor and give some advice to the student Joe. .2.First, ask Ss to talk about the key points and requirements Then ask Ss to analyse the structure of the passage. 3.After that, show Ss a sample version and ask them to read and appreciate it,then think of ways to make it better. Besides, remind Ss of some use some useful sentences and sayings. 4.Next, Ss need to write down their own advice. Share their writing and talk about their passages according to the assessments on the right. 教的活动6 Share their writing and talk about their passages according to the assessments on the right. 学的活动5 They are supposed to talk about the key points and requirements. Then they need to analyse the structure of the passage. Read and appreciate the sample version,then think of ways to make it better. Think of some use some useful sentences and sayings. After that, write down their own advice. 学的活动6 Share their passages and give advice to their group members
设计意图 活动意图说明： 分析文章的重点和要求然后再去分析的结构，明确每一部分要写的重点内容。让学生有话可写，有章可循。 展示范文，并且通过对范文的分析，思考如何能够使所给范文更好。 让学生在规定时间内完成写作，锻炼学生在限定时间内构思和完成写作的能力。 给学生一个评价标准让学生互评文章，找出不足，讨论如何改进。学生能按照评价标准积极讨论文章的亮点和不足，共同进步。培养学生提取概括一级整合运用的能力
课时教学板书设计
Unit 1 What’s the matter Section B (3a-Self Check)
评价量表
课时作业设计
作业内容 作业目标 设计意图
基础题：完成selfcheck 引导学生及时总结复习本单元的重点语法以及重点话 总结复习本单元的重点语法以及重点话题，
提高题： Summarize the structure of writing. 学习，多层次、多角度、多元化的内化本单元所学知识。 能够进行综合作文写作。 在语境中填通过总结，培养学生提取概括以及整合运用的能力。
拓展题： Write a passage about the story. 能独立完成一篇针对健康问题和事故给出合理的建议的对话或短文 内化并正确运用所学语言知识，让学生能在情景中获取、运用疾病相关的知识，并且运用所学知识进行写作练习。
课后反思（实施后填写）
通过书面表达的形式，评价学生写作的能力。学生能够在老师的帮助下，通过学习，多层次、多角度、多元化的内化本单元所学知识，能够进行综合作文写作。
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