八年级下册Unit 1 What's the matter？单元教案
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人教版八年级下册英语教案(全册)
人教版八年级下册英语教案（全册）Unit1What’s the matter?Section A◆教材分析本单元的主题是有关于身体健康。
这个话题是关乎我们每天的日常生活，所以有必要让学生了解相关的知识。
学生将会学会如何谈论他们的健康问题以及如何给予他人建议。
◆教学目标【知识目标】描述健康问题以及如何根据别人的健康问题提建议【能力目标】1.听懂谈论健康问题的对话材料2.能根据别人的健康问题提建议3.能写出重点单词和重点句型4.能描述怎样对待健康问题。
【情感目标】通过本课的阅读，培养学生关心他人身体健康的品质，并培养学生处理紧急事件的基本能力，树立在紧急事件时互相帮助的精神.◆教学重难点◆【教学重点】1、词汇：have a stomachache,have a cold,lie down,take one's temperature,go to a doctor,get off;to one's surprise,2、句型：1.——What's the matter?——I have a stomachache.You shouldn't eat so much next time.2.——What's the matter with Ben?——He hurt himself.He has a sore back.——He should lie down and rest.【教学难点】掌握情态动词should shouldn't.的用法;学习have的用法◆课前准备◆Multimedia,group work,cooperative discussion.◆教学过程Step1.Warm up1.Look at the picture and learn the parts of the body.2.New words and phrases.Step2Presentation1.1aLook at the picture.Write the correct letter[a-m]for each part of the body.Then check the answers.2.1bFirst,lead Ss to read the five names.Then look at the picture.Number the names1-5.’sFinally, check the answers.3. 1cDivide two Ss into a pair to make conversations. Finally, invite several pairs to act outfor the class.Step 3 Practice1. 2aTell Ss there are five conversations. In each conversation the person says what goingon with them. Listen carefully and number the pictures.Play the tape. Then check the answers.2. 2bAsk Ss to listen to the recording again to match the problems with the advice.Play the recording again. Then check the answers.3. 2cAsk Ss to make conversations using the information in 2a and2b. Give them enoughtime to do this task. Later , invite several pairs to present their conversations to theclass.Step 4 Consolidation1. 2dFirst, ask Ss to have a fast reading of the conversation to get the main idea.Then, lead Ss to read the conversation sentence by sentence, explain some languagepoints.Finally, divide Ss into pairs to practice role-playing the conversation.2. 3aFirst, read the passage quickly and answer the question.Then,lead Ss to read the passage and analyse the key points.Finally,read together.3.3bRead the passage again and check the things that happened in the story3cDiscuss the questions with a partner.4.Grammar focusFirst,lead Ss to read the sentences.Then,prompt Ss to analyse the use of model verb should.After that,explain the grammar together.5.4aAsk Ss to fill in the blanks.Then,invite some Ss to present their answers.6.4bAsk Ss to circle the best advice for these health problems,then add their own advice.After that,invite some Ss to present their advice.7.4cOne student mimes a problem.The other students in your group guess the problem and give advice.Step5Language pointsStep6HomeworkMake a conversation about health problems and giving advice.Unit1What’s the matter?Section B◆教材分析本单元的主题是有关于身体健康。
人教版英语八年级下册Unit1What'sthematter(1a2d)教学设计
3.口语练习：学生与家长或朋友合作，进行一次关于身体不适的英语角色扮演。要求录制视频，上交至教师邮箱。教师将根据学生的表现给予评价和建议。
4.语法练习：请学生完成一份关于一般现在时和动词第三人称单数形式的练习题。通过练习，巩固语法知识，提高实际运用能力。
5.阅读拓展：推荐一篇关于健康生活方式的英文文章，要求学生阅读并总结文章大意。同时，鼓励学生用英语分享自己的健康生活习惯。
难点：学生往往在动词第三人称单数形式的变换上存在困难，需要通过大量的练习和实际运用来巩固。
2.重点：培养学生运用英语进行实际情境交流的能力，特别是在询问和描述健康状况时的语言运用。
难点：学生在口语表达时可能因为紧张或词汇量不足而显得不够流畅，需要教师在教学中提供足够的支持和鼓励。
3.重点：通过听力练习和口语活动，提高学生的听说能力，增强他们对英语语音和语调的敏感性。
3.教师在批改作业时，要关注学生的语言运用、词汇掌握和语法运用等方面，及时给予反馈和指导。
2.学生在上一册教材中已经接触过一般现在时，但对于动词第三人称单数形式的变化规则掌握不够牢固，需要在教学中加以巩固。
3.学生在口语表达方面存在一定的困难，部分学生胆怯、害羞，不敢开口说英语。因此，在教学过程中，应注重激发学生的自信心，鼓励他们大胆开口表达。
4.学生具备一定的合作学习经验，但小组活动中仍存在分工不明确、部分学生参与度不高的问题。教师应引导学生明确各自职责，确保每个学生都能积极参与到课堂活动中。
3.学生能够运用目标句型“What's the matter?”和“How do you feel?”询问他人的身体状况，并能给出相应的回答。
4.学生能够在真实的语境中运用所学知识进行角色扮演，提高口语表达能力。
4.语法练习：请学生完成一份关于一般现在时和动词第三人称单数形式的练习题。通过练习，巩固语法知识，提高实际运用能力。
5.阅读拓展：推荐一篇关于健康生活方式的英文文章，要求学生阅读并总结文章大意。同时，鼓励学生用英语分享自己的健康生活习惯。
难点：学生往往在动词第三人称单数形式的变换上存在困难，需要通过大量的练习和实际运用来巩固。
2.重点：培养学生运用英语进行实际情境交流的能力，特别是在询问和描述健康状况时的语言运用。
难点：学生在口语表达时可能因为紧张或词汇量不足而显得不够流畅，需要教师在教学中提供足够的支持和鼓励。
3.重点：通过听力练习和口语活动，提高学生的听说能力，增强他们对英语语音和语调的敏感性。
3.教师在批改作业时，要关注学生的语言运用、词汇掌握和语法运用等方面，及时给予反馈和指导。
2.学生在上一册教材中已经接触过一般现在时，但对于动词第三人称单数形式的变化规则掌握不够牢固，需要在教学中加以巩固。
3.学生在口语表达方面存在一定的困难，部分学生胆怯、害羞，不敢开口说英语。因此，在教学过程中，应注重激发学生的自信心，鼓励他们大胆开口表达。
4.学生具备一定的合作学习经验，但小组活动中仍存在分工不明确、部分学生参与度不高的问题。教师应引导学生明确各自职责，确保每个学生都能积极参与到课堂活动中。
3.学生能够运用目标句型“What's the matter?”和“How do you feel?”询问他人的身体状况，并能给出相应的回答。
4.学生能够在真实的语境中运用所学知识进行角色扮演，提高口语表达能力。
人教版八年级英语下册Unit1What’sthematter(16课时)教学设计
1.培养学生关爱他人、乐于助人的品质，使其在面对他人不适时，能够给予关心和建议。
2.增强学生的健康意识，使其认识到健康的重要性，养成良好的生活习惯。
3.培养学生积极向上的心态，面对困难和挫折时，能够保持乐观，寻求帮助。
4.通过学习英语，拓宽学生的国际视野，使其了解并尊重不同文化背景下的健康观念。
5.鼓励学生参与课堂活动，增强自信心，培养合作精神。
3.加强词汇教学，通过游戏、竞赛等形式，帮助学生记忆和巩固词汇。
4.设计多样化的听力练习，提高学生的听力水平，培养其英语语感。
5.关注学生的情感态度，引导他们正确面对健康问题，培养积极的心态。
三、教学重难点和教学设想
（一）教学重难点
1.词汇和短语：本章节的重点词汇和短语涉及描述健康问题的各个方面，如身体部位、症状等。这些词汇和短语的掌握对于学生能够流畅地表达和交流至关重要。
3.听力训练：利用课外时间，观看英语原声视频，如健康主题的TED演讲或医生与患者的对话，提高听力水平，并记录下新学到的表达方式。
4.口语作业：与同学组成小组，进行角色扮演，录制一段关于健康问题的对话视频，要求每个成员都有发言机会，并在视频中加入适当的身体语言。
5.写作练习：写一篇关于“如何保持健康生活方式”的短文，至少80词，使用本节课学习的词汇和句型，表达个人观点。
3.学生分享：鼓励学生分享自己在生活中遇到的健康问题及解决方法，激发学生兴趣，为新课学习做好铺垫。
（二）讲授新知
1.教学内容：教师针对本节课的重点词汇、短语和句型进行讲解，如：“What’s the matter?” “I have a toothache/too much homework.” “You should/need to…”等。
2.增强学生的健康意识，使其认识到健康的重要性，养成良好的生活习惯。
3.培养学生积极向上的心态，面对困难和挫折时，能够保持乐观，寻求帮助。
4.通过学习英语，拓宽学生的国际视野，使其了解并尊重不同文化背景下的健康观念。
5.鼓励学生参与课堂活动，增强自信心，培养合作精神。
3.加强词汇教学，通过游戏、竞赛等形式，帮助学生记忆和巩固词汇。
4.设计多样化的听力练习，提高学生的听力水平，培养其英语语感。
5.关注学生的情感态度，引导他们正确面对健康问题，培养积极的心态。
三、教学重难点和教学设想
（一）教学重难点
1.词汇和短语：本章节的重点词汇和短语涉及描述健康问题的各个方面，如身体部位、症状等。这些词汇和短语的掌握对于学生能够流畅地表达和交流至关重要。
3.听力训练：利用课外时间，观看英语原声视频，如健康主题的TED演讲或医生与患者的对话，提高听力水平，并记录下新学到的表达方式。
4.口语作业：与同学组成小组，进行角色扮演，录制一段关于健康问题的对话视频，要求每个成员都有发言机会，并在视频中加入适当的身体语言。
5.写作练习：写一篇关于“如何保持健康生活方式”的短文，至少80词，使用本节课学习的词汇和句型，表达个人观点。
3.学生分享：鼓励学生分享自己在生活中遇到的健康问题及解决方法，激发学生兴趣，为新课学习做好铺垫。
（二）讲授新知
1.教学内容：教师针对本节课的重点词汇、短语和句型进行讲解，如：“What’s the matter?” “I have a toothache/too much homework.” “You should/need to…”等。
Unit 1 What's the matter 单元整体教学设计 人教版八年级下册
3)分享自己或他人日常伤痛及事故发生时自助、他助及助他的经历。
4)能够通过“最美白衣天使”演讲活动，分享“白衣天使”救人助人的故事，掌握救人助人的办法和技巧，并培养自身助人为乐、珍爱生命的优秀品质。
5)突破措施：充分利用教材文本和图片情境，在情境中使用目标语言。
4.单元整体教学思路根据《英语课程标准》关于总目标的具体描述，为了能较好地实现既定的教学目标，结合本单元的教学内容及基于对教材的分析和学生的学习规律，我对本单元的内容进行如下处理，目的是突出重点，使课堂节奏紧凑，连贯。
单元的课时安排如下：课时教学设计第一课时课题Unit 1 What's the matter? -Period 1 Section A 1a-2d Listening & speaking课型新授课√章/单元复习课□ 专题复习课□ 习题/试卷讲评课□ 学科实践活动课□ 其他□Summary & Expression活动意图说明在听前帮学生解读内容性插图，有效的做好听前准备，让学生能够有准备的语言输入，降低学生听的焦虑情绪，提高听的效果。
环节五：Listening Practice –2d教的活动 5 Step 5 Lisa doesn’t feel well, either. Her friend Mandy is asking her health problems and giving advice. 1. Ask the Ss to listen to the dialogue about Lisa, and answer the questions. 2. Can you try to give Lisa some different advice? 3.Role play. Choose one of the situations below to role play. Student A doesn’t know what caused it and how to deal with it. Students B try to think the reasons of thesymptom(症状) and give more advice.学的活动5Ss listen to the dialogue about Lisa, and answer the questions.Ss try to give Lisa some different advice.Ss choose one of the situations below to role play.活动意图说明学生能在小组活动中积极与他人合作，学生之间进行互评互改，合作学习，相互帮助，共同完成学习任务，尽情享受学习的乐趣，提高课堂参与度和课堂效率。
人教版八年级英语下Unit1What’sthematter(SectionA3a4c)说课稿
4.趣味游戏：设计趣味性强的游戏，如单词接龙、快速问答等，让学生在轻松愉快的氛围中学习英语；
5.联系生活：将教学内容与学生的生活实际相结合，让学生感受到英语学习的实际意义，提高他们的学习兴趣。
三、教学方法与手段
（一）教学策略
我将采用任务型教学法、情境教学法和合作学习法作为主要教学方法。任务型教学法通过设计真实、有意义的任务，让学生在完成任务的过程中习得语言知识，提高语言运用能力。情境教学法则是通过模拟生活情境，让学生在情境中感知、体验和运用语言，增强学习的现实意义。合作学习法则强调学生之间的互动和协作，通过小组讨论、角色扮演等活动，促进学生之间的交流与合作，共同完成学习任务。选择这些方法的理论依据主要是交际语言学习理论、建构主义学习理论和人本主义学习理论，这些理论强调学习者的主动参与、意义建构和情感因素在学习过程中的重要性。
（三）互动方式
为了促进学生的参与和合作，我计划设计以下师生互动和生生互动环节：
1.师生互动：通过提问、回答、示范等方式，引导学生积极参与课堂讨论，及时给予反馈和鼓励，建立良好的师生互动关系。
2.生生互动：组织学生进行小组活动，如角色扮演、小组讨论、共同完成任务等，鼓励学生相互交流、相互学习，提高合作能力。
（三）学习动机
为了激发学生的学习兴趣和动机，我将采取以下策略或活动：
1.创设情境：设计有趣的情境，如医生就诊、朋友关心等，让学生在真实语境中运用所学知识；
2.小组合作：组织学生进行小组讨论、角色扮演等活动，提高他们的参与度和合作意识；
3.激励评价：对学生的表现给予及时、积极的评价，关注每个学生的进步，提高他们的自信心；
1.生活情境：通过展示一位学生在体育课上受伤的视频，引发学生对健康问题的关注，进而引出本节课的主题“What’s the matter?”。
5.联系生活：将教学内容与学生的生活实际相结合，让学生感受到英语学习的实际意义，提高他们的学习兴趣。
三、教学方法与手段
（一）教学策略
我将采用任务型教学法、情境教学法和合作学习法作为主要教学方法。任务型教学法通过设计真实、有意义的任务，让学生在完成任务的过程中习得语言知识，提高语言运用能力。情境教学法则是通过模拟生活情境，让学生在情境中感知、体验和运用语言，增强学习的现实意义。合作学习法则强调学生之间的互动和协作，通过小组讨论、角色扮演等活动，促进学生之间的交流与合作，共同完成学习任务。选择这些方法的理论依据主要是交际语言学习理论、建构主义学习理论和人本主义学习理论，这些理论强调学习者的主动参与、意义建构和情感因素在学习过程中的重要性。
（三）互动方式
为了促进学生的参与和合作，我计划设计以下师生互动和生生互动环节：
1.师生互动：通过提问、回答、示范等方式，引导学生积极参与课堂讨论，及时给予反馈和鼓励，建立良好的师生互动关系。
2.生生互动：组织学生进行小组活动，如角色扮演、小组讨论、共同完成任务等，鼓励学生相互交流、相互学习，提高合作能力。
（三）学习动机
为了激发学生的学习兴趣和动机，我将采取以下策略或活动：
1.创设情境：设计有趣的情境，如医生就诊、朋友关心等，让学生在真实语境中运用所学知识；
2.小组合作：组织学生进行小组讨论、角色扮演等活动，提高他们的参与度和合作意识；
3.激励评价：对学生的表现给予及时、积极的评价，关注每个学生的进步，提高他们的自信心；
1.生活情境：通过展示一位学生在体育课上受伤的视频，引发学生对健康问题的关注，进而引出本节课的主题“What’s the matter?”。
人教版八年级英语下册《Unit 1 Unit 1 What’s the matter？》教案.doc
《Unit 1 Unit 1 What’s the matter？》教案教学目标：1语言目标：描述健康问题的词汇，及如何根据别人的健康问题提建议。
2 技能目标：能听懂谈论健康问题的对话材料；能根据别人的健康问题提建议；能写出重点单词和重点句型，并能描述怎样对待健康问题。
3 情感目标：通过开展扮演病人等活动，培养学生关心他人身体健康的品质。
通过本课的阅读，培养学生处理紧急事件的基本能力，树立紧急事件时互相帮助的精神。
Section A 1 (1a – 2d)Step 1 Warming up and new words1.Look at a picture and learn the parts of the body.2.New words and phrases.Step 2 Presentation1a Look at the picture. Write the correct letter [a-m] for each part of the body.___arm ___ back ___ ear ___ eye ___ foot___hand ___ head ___ leg ___ mouth___ neck ___nose ___ stomach ___ toothStep 3 Listening1b Listen and look at the picture. Then number the names 1-5Listen to the conversations again and fill in the blanks.Conversation 1Nurse: What’s the matter, Sarah?Girl: I ___________.Conversation 2Nurse: What’s the matter, David?Boy: I _________________.Conversation 3Nurse: What’s the matter, Ben?Boy: I _________________.Conversation 4Nurse: What’s the matter, Nancy?Girl: I _________________.Conversation 5Betty: What’s the matter, Judy?Ann: She __________________.Step 4 Speaking1c Look at the pictures. What are the students’ problems? Make conversati ons.ExamplesA: 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.A: What’s the matter with Sarah?B: She didn’t take care of herself on the weekend. She was p laying withher friends at the park yesterday. Then it got windy, but she didn’t puton her jacket. Now she has a cold.Step 5 Guessing gamesGuess what has happened to the students by using the important sentenc es. Step 6 Listening2a Listen and number the pictures [1-5] in the order you hear them.2b Listen again. Match the problems with the advice.Step 7 Speaking2c Make conversations using the information in 2a and 2bA: What’s the matter?B: My head feels very hot.A: Maybe you have a fever.B: What should I do?A: You should take your temperature.Step 8 Role–playImagine you are the school doctor. A few students have health problems.Role-play a conversation between the doctor and the students.2d Role –play the conversationStep 9 Language points and summary1. What’s the matter?这是人们特别是医生和护士询问病人病情时最常用的问句, 意思是“怎么了?”其后通常与介词with连用。
人教版八年级英语下册《Unit1 what's the matter》教学设计(第1课时)
人教版八年级英语下册《Unit1 what’s the matter》教学设计（第1课时）一. 教材分析人教版八年级英语下册《Unit1 What’s the matter?》主要讲述了询问和描述人们身体状况和情感状态的话题。
通过本节课的学习，学生将能够掌握相关词汇和表达方式，提高在日常生活中的英语交际能力。
本节课的主要内容包括询问某人怎么了，描述身体不适和情感状态，以及给出相应的建议。
二. 学情分析八年级的学生已经具备了一定的英语基础，能够听懂并运用一些基本的英语口语。
然而，学生在描述身体状况和情感状态方面的词汇积累还不够丰富，需要通过本节课的学习来加以拓展。
此外，学生对于日常英语交际中的表达方式还不够熟练，需要通过大量的操练来提高。
三. 教学目标1.知识目标：学生能够掌握询问和描述身体状况和情感状态的相关词汇和表达方式。
2.能力目标：学生能够在日常生活中运用所学知识进行简单的英语交际。
3.情感目标：学生能够关心他人，学会用英语询问并关心他人的身体状况和情感状态。
四. 教学重难点1.重点：学生能够掌握询问和描述身体状况和情感状态的相关词汇和表达方式。
2.难点：学生能够在实际情景中熟练运用所学知识进行英语交际。
五. 教学方法1.情境教学法：通过设置各种生活情境，让学生在实际语境中学习并运用所学知识。
2.任务型教学法：通过完成各种任务，引导学生主动参与课堂，提高英语交际能力。
3.小组合作学习：通过小组讨论和互动，激发学生的学习兴趣，培养团队合作精神。
六. 教学准备1.教学PPT：制作包含本节课主要内容和相关情境的PPT。
2.教学素材：准备一些描述身体状况和情感状态的图片或卡片。
3.教学录音设备：用于播放听力材料。
七. 教学过程1.导入（5分钟）教师通过播放一段关于人们描述身体状况和情感状态的听力材料，引导学生关注本节课的主题。
同时，教师可以提问学生：“Can you guess what’s the matter with them?”，激发学生的学习兴趣。
人教版英语八年级下册Unit1.What’sthematter单元整体教学设计
1.学生对健康问题的关注程度较高，但对相关英语表达掌握不足，需要通过本单元学习，提高语言表达能力。
2.学生在描述身体不适时，对词汇的选择和运用尚需加强，教师应引导学生学会使用本单元的核心词汇和句型。
3.学生在听力方面，对疾病、健康等话题的信息获取和处理能力有待提高，教师可通过听力训练加强学生的这一能力。
难点：在实际情景中灵活运用所学词汇和句型，进行健康问题的描述和交流。
2.重点：听力训练，提高学生获取与疾病、健康相关信息的能力。
难点：在听力过程中，准确抓住关键信息，并进行有效处理。
3.重点：培养学生的口语表达能力，使其能够就健康状况和疾病预防进行简单交流。
难点：在实际交流中，运用所学知识表达观点，进行有效沟通。
5.注重形成性评价，及时发现学生的进步和问题，并进行针对性的指导。
（三）情感态度与价值观
1.培养学生关爱他人，关注他人健康的情感态度。
2.增强学生的健康意识，使其养成良好的生活习惯，预防疾病。
3.培养学生遇到问题时，主动寻求帮助和解决问题的能力。
4.培养学生的团队协作精神，使其在合作中互相学习、共同进步。
2.学生跟随教师模仿朗读，注意语音、语调的正确。
3.教师设计一系列练习，帮助学生巩固所学词汇和句型，如：填空、选择、句型转换等。
4.教师通过创设真实情境，引导学生运用所学知识进行角色扮演，提高学生的实际运用能力。
5.教师针对学生在练习中出现的错误，进行纠正和指导，确保学生正确掌握本节课的知识点。
（三）学生小组讨论
4.情感渗透：在教学过程中，关注学生的情感态度，引导学生关爱他人，关注健康。
5.评价多元化：采用形成性评价和终结性评价相结合的方式，全面评估学生的学习成果。
6.ห้องสมุดไป่ตู้学策略：
2.学生在描述身体不适时，对词汇的选择和运用尚需加强，教师应引导学生学会使用本单元的核心词汇和句型。
3.学生在听力方面，对疾病、健康等话题的信息获取和处理能力有待提高，教师可通过听力训练加强学生的这一能力。
难点：在实际情景中灵活运用所学词汇和句型，进行健康问题的描述和交流。
2.重点：听力训练，提高学生获取与疾病、健康相关信息的能力。
难点：在听力过程中，准确抓住关键信息，并进行有效处理。
3.重点：培养学生的口语表达能力，使其能够就健康状况和疾病预防进行简单交流。
难点：在实际交流中，运用所学知识表达观点，进行有效沟通。
5.注重形成性评价，及时发现学生的进步和问题，并进行针对性的指导。
（三）情感态度与价值观
1.培养学生关爱他人，关注他人健康的情感态度。
2.增强学生的健康意识，使其养成良好的生活习惯，预防疾病。
3.培养学生遇到问题时，主动寻求帮助和解决问题的能力。
4.培养学生的团队协作精神，使其在合作中互相学习、共同进步。
2.学生跟随教师模仿朗读，注意语音、语调的正确。
3.教师设计一系列练习，帮助学生巩固所学词汇和句型，如：填空、选择、句型转换等。
4.教师通过创设真实情境，引导学生运用所学知识进行角色扮演，提高学生的实际运用能力。
5.教师针对学生在练习中出现的错误，进行纠正和指导，确保学生正确掌握本节课的知识点。
（三）学生小组讨论
4.情感渗透：在教学过程中，关注学生的情感态度，引导学生关爱他人，关注健康。
5.评价多元化：采用形成性评价和终结性评价相结合的方式，全面评估学生的学习成果。
6.ห้องสมุดไป่ตู้学策略：
人教版八年级英语下册unit 1 What's the matter 全单元教案
unit 1 What's the matter 全单元教案Period 1 Section A (1a-2c)Before class: Listen to an English song.Step 1 Warming-up and check what students have learned before class.1. Greet.T: This song is about our bodies. This class , we’ll talk about something about our bodies—unit 1 together, go. Unit 1 What’s the matter?2. We have learned the words before class.Present a picture of a girl . Look at the girl. How many...Now, all the No. 3 and No. 4 stand up ,say the words one by one .You can get two marks for each word.4. Work on Section A 1a students say one by one.Look at 1a. Before class, have you finished1a? Let’s say the answers like this.T：Good job. You are very careful.Step 2 Presentation .1. Just now , we know the words about our bodies . But sometimes our body may get ill. Howdo we ask and answer about illness?Let’s watch a video. Follow it and do some actions.From the video. We know we can ask “what’s the matter with you?”and you can answer “I have a ...”.2.T: We also know some illnesses. Here are the new words about the illnesses. Let’s learn ingroup.A．Demonstrate :No 1 read the sentences one by one. The others follow him/ her. When you read ,please do some actions like me.Let me see which group read best and act best.B. Study in groups.C. Find the rules.D. Group report. Stop studying, look at these words , what can you find?You are good at thinking.Step 3 Guessing game:Have you remember the words? Let’s play a guessing game. No 6 come here.quickly. You each act an action. (边说边发纸条)Each group have chances toguess the illness. The others answer like this: “He /She has a...”Step 4 Work on 1b.1. T: Now, you know some illnesses . Look at the picture .These students ger ill. Show thepictures one by one and ask.What are their names? Let’s do 1b.How do we do it? For example, we’ll hear Sarah has a cold, and No 1 has a cold , so write 1 behind Sarah. What about 2, 3, 4 and 5? When you hear the illnesses , write their numbers behind the names.2. Listen.3. Check the answers.Step 5 Group work.1. T: Why do they get ill? Look at the chart, match the reasons with the illnesses.2. Check the answers.3. Demonstrate .Look at the chart. Let’s talk about their illnesses in pairs. Here is the example.Boys ask , girls answer.4. Look at the chart and make more similar conversations.When you talk , please talk loudly, correctly and politely, please do some actions and use the nice intonations.5. Let students show their conversations.Step 6 Work on 2a and 2b.1. T: David has a stomachache, what should he do?Show the pictures ,ask and answer. 板书What should …do? …should….T: Your advice is very useful. Let’s learn more advice from 2a and 2b.2. Listen, finish 2a. What’s the matter with the people? What advice do they get?3. First , guess the answers to 2b. Then listen and check the answers.OK, you have good listening skills.Step 7 Group work.The advice for illness is very useful . It can help us take good care of ourselves and others.T: If some students are ill, will you give some advice and help them? let’s act andmake conversations. Let me see who is the kind person? How do we talk?Look at the example.2. Show the example.When you talk , please talk loudly, correctly and politely, please do some actions and use the nice intonations.3. Students work.4. Let students show their conversations.Step 8 Summarize and homework:1. Summarize.Period 2 Section A 2d,GrammarKnowledge aims:1. The students will be able to learn the words and phrases: take breaks, hurt,2.Summarize the grammar and practice them.3. Target Language:①What’s the matter with Ben? –He hurt himself./ He has a sore back.②-Do you have a fever? -Yes, I do./ No, I don’t.③-Does he have a toothache? -Yes, he does.④You shouldn’t eat so much next time.⑤What should she do?⑥She should take her temperature.⑦-Should I put some medicine on it? -Yes, you should. / No, you shouldn’t.Structure: ①“should/ shouldn’t + verb” for suggestion ②Reflexive pronouns. Ability Object:1.Enable students to talk more about health.2.Learn to give others some advice according to their matters.3.Enable the students to do things using the target language and the grammar. Emotion Object:1.Learn to live in a healthy way.2. Learn to take care of others and themselves.Teaching Key Points:1. How to teach the Ss to learn the names of the illness: toothache, fever andheadache.2. How to give others some advice according to their matters.3. The grammar.Teaching Difficult Points:1.How to give advice using should.2. Use the grammar to do things.Teaching Procedures:Step 1 Review.1. Free-talk. What ‘s the weather like today? If you don’t wear warm clothes,what will happen?2.Show the pictures and say.He / She has_______________. He /She should___________.Step 2 Work on 2d.1. Game.Do in the same way2. Listen to the conversation and answer my questions .1). What's the matter with Lisa?2). What did Lisa do on the weekend?3). What should Lisa do ?3. Role-play the conversation.First, have students to role-play the conversation in 2d in groups and choose the best.Step 3 Group work.1. Give more examples. Have students read the conversation in 4c.2. and then ask them to work in groups. One student mimes a problem. The otherstudents in his/ her group guess the problem and give their advice.Step 4 Grammar Focus .Have students to read and remember the sentences of Grammar Focus by themselves, and then have them work in groups to sum up how to talk about health problems and give right advice.Step5 Work on 4a.Ask students to go through each conversation in 4a quickly, and then complete the conversations individually. Move around the classroom and help them ifnecessary.Check the answers.Ask some students to practice every conversation in pairs.Step 6 Work on 4b.Have students choose and circle best advice for the health problems in 4b. Then ask students add their own advice about these health problems.Have some students to report their own advice in class.Step 7 Summary.Health problems and give right advice.Ask one or two students to sum up the key phrases in the passage, and help them to make up more sentences with them.Step 8 Homework .Have students make up conversations to talk about sb.’s health problems and give them some advice.Period 3 Section A 3aKnowledge aims:The students will be able to learn the words and phrases: passenger, get off, to one’s surprise, onto, trouble, hit, right away, get into.2.The students will be able to use the expressions:The driver didn’t think about thinking about himself. He only thought about saving a life. Ability aims:The students can understand the passage.2.To train the students’ cooperation with their partners.Emotional aims:To train the students to care about others and help others who are on trouble..Teaching important points:The students can understand the passage and use the useful expressions freely.Teaching difficult points:The students can learn from the drivers and do as the driver does if possible.Teaching procedures:Step 1 Warming-up and lead-in.1. Watch a video.2. What is the short sketch about?3.Look at the picture. What can you see? Can you guess what is happening?Step 2 Preparing reading.1. Guess the main idea.What is this passage mainly about?Strategy : The title and pictures can be helpful to understand the text.Title may be the main meaning of the article.2. Read the passage. Do you think it comes from a newspaper or a book?Step 3 While-reading.1.Find the topic sentence（中心句）of each paragraph.1). At 9:00 a.m. yesterday, bus No. 26 was going along Zhanghua Road when the driver sawan old man lying on the side of the road.2). Some passengers helped Mr. Wang to move the man onto the bus.3). Thanks to Mr. Wang and the passengers, the doctors saved the man in time.2. Which sentences touched you? Read them in the way that you like.Step 4 Post-reading.1. Praise the persons.What a great person the driver was!He stopped the bus without thinking twice, when he saw an old man lying on the side of the road.What _______ the _____ was/were!2. Work on 3bAfter checking the answers, have Ss scan the passage and check (√) the things that happened in the story.3. Work on 3c.T: Ask the students to discuss the questions in pairs.Step5 Homework.1. If you are the driver, write a diary about what happened yesterday.2. If you are the passenger, write a diary about what happened yesterday.3. Act the story out in your group.4. Read some messages about good men.Period 4 Section B 1a-1dStep 1 Lead –in and learn the new words.It’s a beautiful song, I like it very much. Let’s learn the new words.1. Who can be the teacher? One student teach one word.2. Let’s sing and remember the new words.The teacher teaches to sing, ask some group to sing. Finally sing together.(可以课前教唱，。
(完整版)英语人教版八年级下册What-is-the-matter教案
Unit 1 What’s the matter?教案Background information:Students ( Ss for short): 50 Junior high school students, Grade 8Lesson duration: 45 minutesTeaching objectives:By the end of the lesson, students should be able to :1、Master the vocabulary related to “diseases”.2、Master the expressions of giving advice3、Talk about health problems by using“What’s the matter? I have a……”and give advice by using “You should ……You sho uldn’t……Teaching contents:New vocabulary: “matter , cold , fever , advice ,toothache ……”New structures: 1. What’s the matter?I have a ……2. You should ……Key points: 1.Master of the structure. “What’s the matter?”2.Master the structure of giving advice. “Youshould……”Teaching methods: 1.Task-based Language Teaching2. Communicative Language Teaching. Teaching aids: 1. PPT2.Picture3.BlackboardTeaching proceduresStep I . Warming up: Greetings (3mins)1. Greeting the whole class as usual.T:Good morning, class. What date is today?/what day is it today?S:……Step II. Lead-in: A English song(2mins)1. Listen to an English song: (using the PPT to play a song)T:First , let us listen to an English song and do some reviewabout the words that last lesson we have learned.Lyrics of the song:(Head and shoulder knees and toes).Head and shoulders, knees and toes, knees and toes.Head and shoulders, knees and toes, knees and toes.eyes and ears and mouth and nose.Head and shoulders, knees and toes, knees and toes.Step III Review (5mins)1. Introduce the word “head” and “headache”T:How many parts of the body can you speak? What is this?(pointto the head)S: ……T: Yes, very good. This is my head . we can use our head to( think )<T stop for a while and guide Ss to answer>Oh ,Butsometimes I have a headache.< T write the word “headache” onthe blackboard>2. Ss read the new words after T “head” and “headache”.3. Display the rest of words in the same way.< back---backache >< tooth---toothache >< stomach---stomachache >Step IV Presentation: The new words1.Ss read each of the new words after T three times.List of words: matter , cold , fever , advice ,toothache ……2.Check if Ss can read the new words by themselves correctly.3.Play the game : “High and low voice” to consolidate the new words.T:All the students close your book, let us play a game .If I say theword in high voice ,you should say the word in low voice. If I say the word in low voice, you should say the word in high voice. Let us see which students do it correctly and quickly.4.Read the new words together.Step VI New structure（12mins）1.Show a picture on the PPT and T point at the picture .T: Look at the picture ,there are some students in thedispensary .[dɪˈspɛnsəri] 医务室What’s the matter withthem?(反复强调what is the matter?) Who can tell meWhat’s the matter with them? Any volunteers? Ok ,you please!Chinese or English are both ok.S: ……T:Ok ,very good . Look at the first girl with red hair. What’s thematter with her?(In turn to asked each student's situation, so thatstudents can quickly master the structure “What’s the matter?”) S:……2. Give Ss a model of a dialogue .D: What’s the matter?S:I have a fever/cold/stomachache/toothache/headache.D:You should drink lots of water.S:Thank you.……3.Ask them to make a conversation according to picture.4.Explain the new structure .a). What’s the matter?是一个疑问句，用于询问对方的身体情况，也是医生询问病人的常用语。
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Unit 1 What’s the matter?备课时间：2016年2月29日-2016年3月4日备课成员：张玉琼白梅主备人：白梅Section A 2 (3a – 3c)授课时间：2015.2.29Step 1 PresentationLook at the picture. Discuss what happened and then what we should do.Teacher: What happened in the picture.Students:Teacher: What should we do to help them?Students:Teacher: Did the bus driver help them?Students:Step 2 Reading3a Read the passage and answer the following questions.Do you think it comes from a newspaper or a book? How do you know?Did the bus driver help the man and the woman?3b Read the passage again and check the things that happened in the story.1 ____ Wang Ping was the driver of bus No.26 at 9:00 a.m. yesterday.2 ____ Bus No.26 hit an old man on Zhonghua Road.3 ____ The old man had a heart problem and needed to go to the hospitalright away.4 ____ The passagers on the bus did not want to go to the hospital, so onlyWang Ping went with the woman and old man.5 ____ Some passagers helped to get the old man onto the bus.6 ____ The old man got to the hospital in time.Step 3 Speaking3c Discuss the questions with a partner.Step 4 Languages points1.... when the driver saw an old man lying on the side of the road....... 这时司机看到一位老人正躺在路边。
观察与思考：你能看出“看到某人正在做某事”的句型吗?see sb. doing sth. 看见某人正在做某事e.g. When I pass the window I see him drawing a picture.see sb. do sth. 看见某人做过某事e.g. I often see him draw a picture.活学活用1) 我看见他时他正在河边玩。
I saw him _______ by the river.2) 我看见过他在河边玩。
I saw him _____ by the river.3) 我看着他过了桥。
I see him ______ across the bridge.4) 我看见她正在洗碗。
I see her _________ the dishes.2. The bus driver, 24-year-old Wang Ping, stopped the bus without thinking twice.3. He only thought about saving a life.观察与思考：你能看出“without thinking”、“about saving a life” 的共同点吗?共同点：介词+ doing介词+ 名词宾格代词doing活学活用用适当的形式填空。
1) I am fine. What about ____ (she)?2) Thanks for ______ (tell) me the story?3) It is a sunny day. How about _____ (go) fishing?4) It is good to relax by ______ (use) the Internet or _________ (watch) game shows.4. But to his surprise, they all agreed to go with him.to one’s surprise使......惊讶的是，出乎......意料e.g. To their surprise, all the students pass the exam.Much to everyone’s surprise, the plan succeeded.5. ... because they don’t want any trouble, ...当trouble意为“困难；麻烦”时，是不可数名词。
如：I’m sorry to give you so much trouble.(1) be in trouble意为“有困难；陷入困境”。
如: He always asks me for help when he is in trouble.(2) get sb. into trouble 意为“使某人陷入困境”。
如: If you come, you may get me into trouble.(3) 主语+ have / has trouble (in) doing sth. 意为“某人在做某事方面有困难”。
如:I have some trouble (in) reading the letter.当trouble意为“麻烦事；烦心事”时，是可数名词。
如：She was on the phone for an hour telling me her troubles.【运用】根据汉语意思完成英语句子，每空词数不限。
(1) 他认为每天吃饭是一件麻烦事。
He thinks that eating every day is _________.(2) 你知道你现在为什么处于困境吗？Do you know why you _____________ now?(3) 我妹妹在学习英语方面有困难。
My sister _____________________ English.6. right away 意为“立刻；马上”，和in a minute 意思相近。
例如：I’ll be there right away / in a minute.另外，right now和at once也可表示“立刻; 马上”的意思。
【运用】根据汉语意思完成英语句子，每空词数不限。
你必须马上出发。
You must start _________________________________________. 重点短语1) 看到某人正在做某事2) 让某人吃惊的是3) 下车4) 上车5) 多亏，幸亏6) 考虑7) 同意做某事8) 造成麻烦see sb. doing sth. to one’s surprise get off the bus get on the bus thanks tothink about agree to do sth. get into troubleStep 5 Exercises用括号内的词的适当形式填空。
1. The driver saw an old man _____ (lie) on the road.2. I sat in the same way without ________ (move).3. He only thought about ______ (save) a life and didn’t think about _______ (him).4. The old man needed _____ (go) to the hospital.5. A woman was ________ (shout) for help.6. He expected them ______ (get) off the bus.HomeworkCopy the important phrases twice, and write down the Chinese meaning. Blackboard designUnit 1 What’s the matter?see sb. doing sth. 看见某人正在做某事e.g. When I pass the window I see him drawing a picture.see sb. do sth. 看见某人做过某事right away 意为“立刻；马上”，和in a minuteto one’s surprise 使......惊讶的是，出乎......意料主语+ have / has trouble (in) doing sth. 意为“某人在做某事方面有困难”。
Teaching reflection通过对本节课课文的学习，抓住契机对学生进行情感教育，使学生对当代社会的一些问题进行思考，这对于学生价值观的形成有很大的影响，也是作为教师应尽的义务。
情感教育不可或缺，这也是任何教育的基点。
Section A 3 (Grammar focus – 4c)授课时间：2015.03.01Step 1 Revision (Guessing game)Look at the pictures, guess what has happened and revise the important points the students have learned.Step 2 Grammar focusWhat’s the matter? I have a stomachache. You shouldn’t eat so muchnext time.What’s the matter with Ben? He hurt himself. He has asore back.He should lie down andrest.Do you have a fever? Yes, I do. / No, I don’t. / I don’t know.Does he have a toothache? Yes, he does. He should see a dentist andget an X-ray.What should she do? She should take her temperature.Should I put somemedicine on it?Yes, you should. / No, you shouldn’t.观察与思考通读内容，总结本章节的重点内容，让学生进行总结。