八年级英语下册Unit1Whatx27sthematter(第2课时)SectionA(3a-3c)作业课件(新版)人教新目标版

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?Period 1 Sectio n A (1a-2c)Before class: Liste n to an En glish song.Step 1 Warmin g-up and check what stude nts have lear ned before class.1. Greet.T: This song is about our bodies. This class , we II talk about something about our bodies —un it 1 together, go. Unit 1 What's the matter?2. We have lear ned the words before class.Prese nt a picture of a girl . Look at the girl. How man y...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 stude nts say one by one.Look at 1a. Before class, have you fini shed1a? Let's say the an swers like this.T : Good job. You are very careful.Step 2 Prese ntati on .1. Just now , we know the words about our bodies . But sometimes our body may get ill. How do weask and an swer about ill ness?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 “have a ...”.2. T: We also know some illnesses. Here are the new words about the illnesses. Let's learn in group.A . Dem on strate :No 1 read the sentences one by one. The others follow him/ her. Whe n youread ,please do some actions like me.Let me see which group read best and act best.B. Study in groups.C. Fi nd the rules.D. Group report. Stop study in g, look at these words , what can you find?You are good at thinking.Step 3 Guess ing 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 to guess the ill ness. The others an swer 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 the pictures oneby one and ask.What are their n ames? Let's do 1b.How do we do it? For example, we 'lhear Sarah has a cold, and No 1 has a cold , so write 1 beh ind Sarah. What about 2, 3, 4 and 5? When you hear the ill nesses , write their nu mbers beh ind the n ames.2. Liste n.3. Check the an swers.Step 5 Group work.1. T: Why do they get ill? Look at the chart, match the reas ons with the ill nesses.2. Check the an swers.3. Dem on strate .Look at the chart. Let ' talk about their ill nesses in pairs. Here is the example. Boysask , girls an swer.4. Look at the chart and make more similar con versati ons.When you talk , please talk loudly, correctly and politely, please do some actions and use the nice inton ati ons.5. Let stude nts show their con versati ons.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 ' learn more advice from 2a and 2b.2. Listen, finish 2a. What 'the matter with the people? What advice do they get?3. First , guess the an swers to 2b. Then liste n and check the an swers.OK, you have good liste ning skills.Step 7 Group work.The advice for ill ness is very useful . It can help us take good care of ourselves and others.T: If some stude nts are ill, will you give some advice and help them? let 'act and make 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 inton ati ons.3. Stude nts work.4. Let stude nts show their con versati ons.Step 8 Summarize and homework:1. Summarize.Period 2 Secti on A 2d,GrammarKno wledge 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 Lan guage:①What'sthe 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 should n'teat so much n ext time.⑤What should she do?⑥She should take her temperature.⑦-Should I put some medicine on it? -Yes, you should. / No, you should'.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, whatwill 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 bythemselves, 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 s'bs.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 Zhan ghua Road whe n the driver sawan old man lying on the side of the road.2) . Some passe ngers helped Mr. Wang to move the man onto the bus.3) . Thanks to Mr. Wang and the passe ngers, the doctors saved the man in time.2. Which senten ces touched you? Read them in the way that you like.Step 4 Post-readi ng.1. Praise the pers ons.What a great pers on the driver was!He stopped the bus without thinking twice, whe n 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 ( V) the things that happened in the story.3. Work on 3c.T: Ask the stude nts to discuss the questi ons in pairs.Step5 Homework.1. If you are the driver, write a diary about what happened yesterday.2. If you are the passe nger, write a diary about what happe ned yesterday.3. Act the story out in your group.4. Read some messages about good men.Period 4 Section B 1a-1dStep 1 Lead -n and learn the new words.It 'a beautiful son g, I like it very much. Let ' learn the new words.1. Who can be the teacher? One stude nt teach one word.2. Let' s sing and remember the new words.The teacher teaches to sing, ask some group to sing. Fin ally sing together.(可以课前教唱，。

What's the matter一、教材分析本单元以What‘‘ s the matter ?为中心话题，描述身体不适和提出建议展开，学习和运用“ What‘‘ s the matter ?”和“ What should do?”让学生学会描述身体的不适和提出建议，教材内容与学生的实际生活密切相关, 在学习活动中，学生通过交换对身体不适的描述及建议，促进学生之间和师生之间的情感交流，增进情谊。

二、重、难点知识点提示由于本节课的话题是谈论健康，根据课标要求，学生需掌握有关疾病的单词，并能针对疾病提出合理化建议，因此本节课的教学重点设计如下：1.学习身体部位的单词和一些疾病的词汇。

2.身体不适的表达及建议。

掌握“What’s the matter? I have a” 及“Youshould You shouldn ’t ”句式。

三、重点知识点讲解：考点（一）词语辨析Ⅰ. surprise，surprising及surprised的辨析1.surprise v使吃惊surprise sb使某人吃惊The bad news surprised me.2. surprising adj.令人吃惊的What he said is surprising.3. surprised adj.吃惊的We all felt surprised when we heard the news.be surprised at对感到吃惊be surprised to do sth做某事而感到惊讶be surprised + that从句因而惊讶4. surprise n.惊讶”to one ’s surprise使某人吃惊的是in surprise吃惊地【典型例题1】 1. I got home for my birthday from my college on Friday evening.No one wasat home, and Mom and Dad hadn ’t left me a note. This made me _________.A. surprisedB. happyC. angryD. excited【答案】 C【解析】考点：考查形容词。