最新人教版初二英语下册Unit 1 What's the matter单元教案

人教版英语八年级下册Unit 1《What’s the matter》说课稿一. 教材分析人教版英语八年级下册Unit 1《What’s the matter》以日常生活中常见的问题和情境为背景，引导学生学习询问他人状况的交际用语。

本单元包括几个部分：热身活动、听力、口语、阅读、写作和语法。

主要涉及词汇有：ill, tired, stressed, headache, stomachache等。

通过本单元的学习，学生能够掌握询问他人状况的交际用语，并能在实际生活中运用。

二. 学情分析八年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。

他们在日常生活中也经常遇到需要询问他人状况的情况，因此对这一单元的内容会有共鸣。

但部分学生可能在口语表达上还存在困难，需要老师在教学中给予重点指导。

三. 说教学目标1.知识目标：学生能够掌握询问他人状况的交际用语，了解相关词汇的含义和用法。

2.能力目标：学生能够在实际生活中运用所学知识，提高口语表达能力。

3.情感目标：学生能够关心他人，培养良好的沟通能力。

四. 说教学重难点1.重点：学生能够掌握询问他人状况的交际用语。

2.难点：学生在实际生活中运用所学知识，提高口语表达能力。

五. 说教学方法与手段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.互动式教学法：引导学生参与课堂互动，提高口语表达能力。

3.任务型教学法：通过完成各种任务，培养学生实际运用英语的能力。

六. 说教学过程1.热身活动（5分钟）：学生自由交谈，询问同学近况，引出本课主题。

2.听力训练（10分钟）：学生听录音，回答问题，培养学生听力技能。

3.口语交流（10分钟）：学生分组讨论，模拟生活情境，练习询问他人状况的交际用语。

4.阅读理解（15分钟）：学生阅读课文，回答问题，巩固所学知识。

5.写作练习（10分钟）：学生根据题目，写一篇关于询问他人状况的文章。

6.语法讲解（10分钟）：老师讲解语法知识点，帮助学生巩固。

Unit 1 What’s the matter？第一课时教案一、基础知识1. footfoot的复数是feet，类似单复数变化有：tooth---teeth2.lielie的过去式是lay, 是不规则变化。

3.hurt的过去式是hurt，类似结构有：cost--cost; read--read; hit--hit; cut--cut4.have a fever发烧类似结构：have a cold 感冒；have a stomachache 胃疼；have a cough 咳嗽；have a toothache 牙疼；have a sore back 背部疼5.take one’s temperature 量体温one’s 必须与主要保持一致，动词必须用take, 其过去式是took。

6.take breaks=take a break 休息其近义词是：have breaks=have a break二、重难点分析重点：1. 1. What’s the matter with Judy? 朱迪怎么了？P1matter n. 问题，麻烦，事件通常与介词with连用。

What's the matter with him? 他怎么了？这个句型可以与下面这两个句子互换：What's wrong with him? What's the trouble with him? wrong是形容词, 前面没有the; matter和trouble都是名词, 前面应有the, trouble前还可以用形容词性的物主代词。

What’s your trouble, young man? 年轻人, 你怎么了？2. much too/ too much/ too many短语含义用法例句too much 太多后接不可数名词There is too much rain these days.修饰动词，放在动词之后Watching TV too much is bad for youreyes.too many 太多后接可数名词复数There are too many things for me to doevery day.much too 太修饰形容词或副词It’s much too cold in winter.难点：3. It doesn’t sound like you have a fever. 听起来不像你发烧了。

Unit 1 What’s the matter?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，。

人教版八年级英语下册《Unit1 what’s the matter》教学设计（第2课时）一. 教材分析人教版八年级英语下册《Unit1 What’s the matter?》是本单元的第二课时，主要讲述日常生活中的一些疾病和不适，以及如何询问和描述病情。

本课时通过学习，使学生能够熟练运用所学的词汇和句型，询问和描述他人的病情，并进行简单的交流。

二. 学情分析学生在之前的学习中，已经掌握了基本的日常英语交流，对于本课时的内容，他们需要进一步熟练掌握相关词汇和句型，并能够运用到实际情景中。

同时，学生需要提高听力理解能力和口语表达能力。

三. 教学目标1.知识目标：学生能够掌握本课时的词汇和句型，了解日常生活中的一些疾病和不适。

2.能力目标：学生能够运用所学的词汇和句型，询问和描述他人的病情，并进行简单的交流。

3.情感目标：通过学习本课时，学生能够关心他人，学会用英语表达关心和帮助。

四. 教学重难点1.重点：学生能够掌握本课时的词汇和句型，并能够运用到实际情景中。

2.难点：学生能够正确地询问和描述他人的病情，并进行简单的交流。

五. 教学方法采用情境教学法、交际法、任务型教学法等，通过设定实际情景，引导学生进行听力理解、口语表达和交流。

六. 教学准备1.教具准备：多媒体课件、录音机、磁带、病历卡、图片等。

2.教学环境：教室。

七. 教学过程1.导入（5分钟）通过复习上一课时学过的内容，引导学生进入本课时的学习。

2.呈现（10分钟）教师通过多媒体课件，展示本课时的词汇和句型，引导学生进行学习。

3.操练（15分钟）学生两人一组，进行角色扮演，模拟日常生活中询问和描述病情的情景。

教师巡回指导，纠正发音和表达错误。

4.巩固（10分钟）学生通过听力练习，加深对词汇和句型的理解和运用。

教师及时解答学生的问题。

5.拓展（10分钟）学生分成小组，讨论如何用英语描述他人的病情，并展示给其他同学。

6.小结（5分钟）教师对本课时所学的内容进行小结，强调重点和难点。

Unit 1 What's the matter年级八学科英语课型新授课时间主备人八年级英语组教学课题Unit 1 What’s the matter?Section A (1a～2d)课时 1教学目标1. 学习用英语表达身体各部位的名称及如何谈论身体健康状况。

2. 培养学生能运用所学语言简单地描述自己的健康状况及如何询问对方的身体健康状况。

3. 通过学习课文内容，养成健康的生活方式。

4. 教育学生学会关心他人，通过询问他人的健康情况并能给予帮助，增进人与人之间的感情。

重点难点教学重点：1.掌握情态动词should / shouldn’t.的用法.2.学习have的用法.教学难点：学会提供帮助的基本句型教学准备PPT教学过程1、新课导入:Step1: Can you name the parts of the body?让学生用英语所处器官名称。

Step2：Follow me:（让学生站起来完成韵律操）Everybody moves your bodyNod your head and touch your faceTouch your nose and close your eyesTouch your ears and clap your handsRaise your arms and look at your backTouch your stomach and tap your footSit down and move your legs2、设问导读:二次备课4. 如果你的头和脖子明天仍然疼的话，请去看医生。

五.拓展探究Homework: Make up a conversation between a doctor and a patient.课堂小结本课通过身体器官韵律操导入课时内容，激发学生的学习兴趣，提高课堂教学的效率，同时针对学生日常生活中的常见症状，让学生在列举过程中掌握患病方式的三种表达方式。

最新人教版初二英语下册Unit1Whatsthematter单元教案人教版初中英语八年级下册第一单元What’s the matter?第一课时Section A (1a-2d)教学设计I. Teaching content(教学目标):1a-2dII. Teaching aims（教学目标）1. Talk about health, problems and accidents.2. Give advice.III. Teaching important points（教学重点）1. Words: parts of the body2. Sentences:I have a headache. You should go to bed.He has a stomachache.He shouldn’t go to bed.She has a toothache.She should see a dentist.IV. Teaching difficult points (教学难点)How to talk about health problems and give advice.V. Teaching steps（教学步骤）1. Warm-up and review（课堂热身和复习）(1) New term greetings （新学期问候）T: Nice to see you again, everyone! All of you look so well. Did you enjoy your winter vacation?Ss: Yes.T: Can you tell me something interesting you did during the winter vacation?(老师可以鼓励学生给出尽可能多的答案)T: Oh. What an interesting vacation! I am sure you enjoyedyourselves very much, but I was ill during the holiday. Today, we’ll talk about “Unit 1: What’s the matter?”T: First, let’s review the parts of the body.Have Ss look at the picture and teach the new words.T: Let’s play a game.2. Work on 1aT: Look at the picture. Write the correct letter [a-m] for each part of the body.3. Presentation（呈现新知识）T: Now, they are at the doctor’s. Let’s see. What is the matter with them? We can also ask, What’s wrong with them?T: (help Ss answer) He has a cold.T: What should he do?T: He should take some medicine.教师用同样的方法教授其他疾病及相关的建议：1. 胃/肚子疼2. 脖子疼3 头疼4. 嗓子疼, 喉咙疼5. 背疼 6. 感冒7. 发高/低烧 8.咳嗽9.牙痛4. Work on 1cPresent the picture and have Ss to do the pair work.总结各种疾病及如何给出建议和句型。

《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。