新目标八年级下册第一单元第二课时课件

He hurt himself.
She hurt herself.
He has a stomachache.
She has a stomachache.
He has a cough.
She has a cough.
He has a headache.
She has a headache.
Pair Work
2
4
3
1
5
2b
Listen again. Match the problems with the advice.
1.fever
a. lie down and rest
2.sore throat
3.stomachache 4.toothache 5.cut myself
b. drink some hot tea with honey
g ___arm h ___back e ___ear ___eye i
b a ___foot ___hand
l ___leg ___mouth c
j ____head d ____neck
k m f ___nose ___stomach ____tooth
1b
Listen and look at the picture. Then number the names [1-5].
Look and say What’s the matter with him/her…?
He has a toothache. She has a toothache.Biblioteka He has a fever.
She has a fever.
He has a sore throat.

one’s+部位
例子：What’s wrong with you? I have a sore eye. There is something wrong with my eye.
第8页
Watch and say the illness. have a sore throat
have a sore back
第6页
What’s wrong with her?
She has a stomachache.
第7页
问“某人/某物怎么了”句型
问：What’s the matter with sb/sth.? =What’s wrong with sb/sth?病症 There is something wrong with
又恢复了中年模样，妻子说，你应该选择保送读大学。麦克深情地对妻子说：你是我做过最好选择，只是我忘记了。
你很轻易找到。他是我们三年级二班一个男生，晨会、做操、放学排路队时总是站在第一排，教室里最脏抽屉一定是他。对了，他书包通常不是放在课桌抽屉里，而是扔在地上。几乎 每节课我都要提醒他或是帮他捡起，但下节课再来看，他书包又咧着大嘴躺在了地上，书本散落一地，他双脚，正无情地踩在一个练习本上……每每此时，我都无语凝噎，不忍直视那 么，他抽屉里不放书包放什么？课外书、牛奶盒、瓜皮果壳、小玩具、蚂蚁、毛毛虫、小树枝、黑乎乎樟树籽、金灿灿棕榈树籽……总之，五花八门，应有尽有。老师刚收缴了一批， 立马他又塞进另一批……其更新换代速度堪比火箭发射，让人叹为观止……因为小Z不讲卫生，每到周一换座位时，轮到坐他座位同学总是叫苦连天、自认倒霉，皱着眉头、捂着口鼻 一遍一遍地擦，先用抹布蘸着水擦，再用纸巾擦，直到完全闻不到异味才勉勉强强坐下。尽管如此，小Z同学却有很多好朋友。每次分组活动，大家都抢着要他。为何？第一，他是个 小书迷，知识渊博；第二，他表示能力强，说话幽默幽默有条理；第三，他为人大方，乐于分享。从小Z优点来看，你是不是认为他应该是个学霸？这……怎么说呢，当前算不上，但 未来极有可能……看看作文课上他即兴画思维导图吧，有条理，有创意，让小搭档们佩服得五体投地，怎么看都不像是一个熊孩子，一个“学渣”作品。可是，我天天给孩子们听写十 个词语，他天天正确率只有百分之六十左右，很多字不会写。他是一个不折不扣“君子”，光读光看不动手写，哪怕就是新学几个词语，他也不愿意写一写抄一抄。不论课上课下，凡 是要动笔写时，他不是钻到桌子底下东找找西摸摸，就是在书包里左翻翻右抖抖，总之就是老半天下不了笔。他人已经写完了拿给老师批改，他可能才开始写第一题………那磨磨蹭蹭 样子，活活要把老师气死。他妈妈认为他从小握笔姿势错误怎么也纠正不了，造成写字速度很慢，所以不愿意写字。我却不这么认为，我以为没这么简单，一定另有原因，只不过我现 在还没弄明白而已。上周四早晨第三、四节课，语文单元测试。两节课考试时间过去，试卷一张张收了上来，最终一个交卷是小我快速扫了一下卷面。哦买噶第一页基础题几乎一片空 白！作文也没写完，只写了三四行！这么子，批改出来总分顶多也就二三十分！怎么会这么！再差也不会如此啊！考试时不务正业偷玩蚂蚁去了？还是有意不做？身为语文老师兼班主 任我气得跳脚，一阵胸闷。怎么办？把他叫到办公室狠批一顿？或者请他家长来学校？此时，脑海里突然闪出一幕幕画面：他在班级读书分享会上侃侃而谈，他在课堂上回答下列问题 时妙语如珠，他把自己零食和玩具大方地给同学们分享，他羞涩地笑着把他饼干递到我手中……即使在完成作业方面他确实做得不好，尽管在上课时经常偷看课外书，但不可否定是， 他绝对是个好学上进好孩子！试卷答成这么，可能另有原因吧？不不不，不能那么简单粗暴！我应该先了解一下真实原因。要知道，“刑讯逼供”最轻易“屈打成招”……午餐后自习 时间。我笑眯眯地对小Z说：“小Z，我们教室好脏啊，你愿不愿意为大家服务一下，清扫一下教室？“愿意！”他二话没说，跑着去拿扫把。不要做作业，预计他心里乐开了花。他一 手拿扫把，一把持簸箕，认真地扫着。看到谁脚下有纸屑，他就轻声提醒他抬起脚来，再把纸扫出来，态度友好，而且不影响他人。扫地动作也很是娴熟、麻利不一会儿功夫，他就把 教室清扫得干洁净净，我当众狠狠地表彰了他一番，然后把他叫到我身边，拿了把椅子让他坐下他顺从地坐下了，刚才还因为受了表彰而神采飞扬，此时却目光黯淡，低着头不敢看我， 像是在担心暴风雨降临。我摊开他早晨考那张试卷，和颜悦色地柔声问道：“这么多题没做，我想了半天也想不出原因，你能告诉我为何么？换句话说，我很想知道你是怎么答题，因

2. He’ll come back after three o’clock. 他三点钟以后回来。
Grammar Focus Will there be less pollution? No, there won’t. There will be more pollution. Will there be fewer trees? Yes, there will. Kids won’t go to school. Kids will study at home on computers. 一般将来时结构： 肯定式：主语 + will + 动词原形 否定式：主语 + won’t + 动词原形 一般疑问句：Will + 主语 + 动词原形
computers. 5. There will only be one country. 6. People will live to be 200 years old.
1c PAIRWORK Ask and answer questions about the predictions in activity 1a.
People will not (won’t) have robots in their homes. 一般疑问句：把will 提到句子主语之前，结尾变问号。
Will people have robots in their homes? Yes, they will / No, they won’t.
Will kids go to school in the future?
No, they won’t=will not. They’ll study at home on computers.

Writing Assignments
Challenge students to use the new vocabulary in their writing, ensuring they understand the meaning and usage of each word.
Role-Playing and Simulations
01
03
The unit concludes with a summative assessment that tests students' knowledge and
skills acquired throughout the unit.
04
The unit also includes listening activities, speaking drills, grammar lessons, vocabulary exercises, and writing assignments.
understanding of word relationships.
The application of vocabulary in context
Reading Comprehension
Provide reading passages that incorporate the new vocabulary, followed by comprehension questions to test students' ability to apply their knowledge.
Divide students into pairs and ask them to create a conversation using the target grammar structures. This helps them understand how grammar is used in real-life situations.