Go For it 八年级下册Unit 1 What ’s the ma

Go For it 八年级下册Unit 1 What ’s the matter全英文说课稿

　　作为一无名无私奉献的教育工作者，时常要开展说课稿准备工作，是说课取得成功的前提。怎样写说课稿才更能起到其作用呢？下面是小编精心整理的Go For it 八年级下册Unit 1 What ’s the matter全英文说课稿，欢迎大家分享。

　　Hello! I’m NO… Today I’m very glad to have the chance to stand here to share some of my teaching ideas. My topic is “What’s the matter?” This lesson is the first period of Unit 1, from Go For it Grade8B. I'll prepare to talk about the lesson from eight parts.

　　Part 1 Analysis of the English Curriculum Standards

　　The stage of compulsory education English curriculum faces to all students, for students develop comprehensive language ability to lay a good foundation, at the same time, to develop the skills of listening, speaking, reading and writing and the ability of using the language.

　　Part2 Analysis of the teaching material

　　This unit relates to the modal verb "should” .And this lesson is the first period of this unit, it shows the basic vocabulary and language structure. So it is very important. It helps the students learn the word "should", we can use it to give advice on the problems they have in life. It develop their abilities of solving problems and communication.

　　Part 3 Analysis of the students

　　After learning Go for it for about two years, the students now can use what they have learnt to express their ideas in a correct way. They are wise enough to express themselves. When we guide the students, we can encourage them to get over shyness and nervousness, let them open mouths to speak and take part in the activities. Tell them we learn the language in order to use.

　　Part 4 Learning targets:

　　1. Learn to describe and talk about the health problems.

　　2. Learn to give others some right advice according to their problems.

　　3. Students care more about themselves and others’ health.

　　Learning important point

　　Be able to talk about the problems and give advice

　　Learning difficult point

　　Give advice by using the modal verb "should"

　　Part 5 Teaching methods

　　1. Use the Situational Teaching Approach to give the students a real situation of language learning, let them take part in the group work and try to learn something by using.

　　2. Use the Task-based language teaching to give the students tasks in order to develop the skills of listening, speaking, reading and writing and the ability of using the language.

　　3. Use the body language and multi-media to make the lesson interesting.

　　Teaching Aids

　　1. PPT

　　Part 6 Teaching Procedures and Teaching evaluation

　　Step 1 Warming-up (1min)

　　Play an English song “If you’re happy”. (This part aims to stimulate students' interest in learning, make the classroom atmosphere active and then lead in the central topic of this part.)

　　Step2 Presentation New Words (3—5min)

　　Increase S’s vocabulary and introduce the target language.

　　Say something about the English song. Just like: Clap our hands and stamp out feet. Then learn some parts of our body in English? (New words: eye, head …)

　　The teacher touches the parts of the body one by one and says them. While teaching each one, let students touch or show it.

　　Present a picture of Pan ChangJiang on the screen. Let students say each part of the body. Work on Section A 1a.

　　Play a game: Touch the parts of your body. Let the whole class touch the parts of their body when teacher say : Touch your… Ask four students to come to the front and do as the teacher tells them : Touch your… If one does wrong, let him or her go back, the last one who’s in the front is the winner.

　　Step3 Pair work (3—5min)

　　To give Ss practice in using target language to create simple conversations.

　　First, in this step, I will show some pictures on the screen and ask students to practice. In a picture, a little boy looks very sad, then I will ask students using “what's the matter with him?” students may answer “He has a sore throat.” Then I will ask the students to talk about one's problems. Next, the students should work on 1c. Have students work in pairs according to 1c and ask some pairs to act out their conversations.

　　(Ask some students to use gestures to show the illness, and have others to guess. Make a model dialogue.(S1 does an action to express illness.)

　　Step4 Listening (1b) (2min)

　　To give Ss practice in listening to and understanding short conversation using target language.

　　Work on Section A 1b, listen and number the names (1-5)

　　Have students look at the picture, and tell students that the girl talked too much yesterday and she has a very sore throat now. Then ask them look the picture, practice saying other problems. For example: The boy eats too much ice cream and has a stomachache.

　　Step 5 listening (2a.2b) (5—10min)

　　To give Ss practice in listening for specific information.

　　Do 2a. Have students listen and number the pictures 1-5 in the order they hear. Then check the answer.

　　Play the tape again for the students and let them do 2b by themselves.

　　Have students listen again and match the problems with the advice. Then play it again and check the answer.

　　Step6 Group work (5—10min)

　　To give Ss practice in making simple conversation using target language.

　　Teacher pretends to cough and asks using” What’s the matter with ..? Can you give me some advice? What should I do?” (Students can give different advice as they like) like: You should drink hot tea with honey/ shouldn’t talk too much/ go to a doctor…

　　Show different pictures to students, let them practice in pairs.

　　Do 2c. Let students read the conversations in 2c first. Then work in groups, make a new conversation according to 2a and 2b.And have students role-play between a doctor and patient.

　　Step7 Summary and Extension (2min)

　　Ask students to sum up the parts of body and the names of illness.

　　Help students to sum up how to give advice by using “should” and “ shouldn’t” , then ask them to give the right advice about different problems.

　　Step8 Homework (1min)

　　To consolidate target vocabulary and language.

　　Give advice to the following problems as much as possible: sore throat, toothache, headache, cold. Then choose one to make a dialogue with your partner.

　　During my teaching，I’ll try my best to get my class alive and encourage the students to talk with each other in English. And I’ll use this to guide my teaching. Thank you!

　　Blackboard Design

　　Unit 1 What ’s the matter?

　　The First Period (Section A 1a—2c)

　　A: What ’s the matter?

　　neck,sore

　　back, have a + the names of the illness

　　throat,B: I have a …

　　toothache

　　stomachache

　　…

　　A: You should/shouldn’t + verb.

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