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八年级英语上册Unit 2 What is the matter?教案及教学反思Period One(Section A：la-lc)一、Teaching aims：1.Knowledge aims：1)Key words： head , ear, eye, mouth, nose, throat , neck, back, hand, arm, leg, tooth-teeth, foot-feet , matter, have a cold, stomachache, , backache, headache, toothache2)Sentence patterns：What' s the matter?! have a stomach. /I have a sore back.2.A bility aims：Learn how to talk about healthy problem.3.E motion aims：Let the Ss know keeping healthy is important二、Important difficult points：Learn how to talk about health, use have to talk abouthealthy problems.三、Teaching aids： recorder, a doll for teaching the namesof the body四、Teaching designTeaching steps：Step 1 Warming-upSing an English song： If you' re happy andyou know it, clap your hands.Step 2 Word studyT： Are you happy?S： Yes, we are. T： When we' re happy, we can clap our hands and stamp our feet. Hands and feet are parts of our body, do you know other parts of our body in English?1.Teach the parts of the body one by one by touching it. While teaching one, let them touch or show it.2.Present a picture of a baby and Yao Ming, let the Ss say the parts of the body.3.Work on Section A laPlay a game： Touch the parts of your bodyLet the whole class touch the parts of their body when teacher say： Touch your…2) Ask eight Ss 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 in the front is the winner. Step 3 Presentation and practiseT： Are you happy? Ss： Yes, we are.T： When there' s something wrong with your body, are youstillhappy?Ss： No.T： Look at the picture, is he happy?Ss： No, he isn' t.T： Why?(Help the Ss to answer： He has astomachache.)Present other pictures, talk about health problems of the persons in the pictures.What' s the matter? He/She has a headache/ toothache /a sore back/ a sore throat/a cold and a cough.1.Let the Ss practice in pairsT： Suppose there is something wrong with your body, please use gestures to show it . You may say： I have a headache. I have a sore throat.Make a model dialogue with two Ss.T： What' s the matter?S： I have a headache.T： Oh, that' s too bad. I' m sorry to hear that.Let the Ss practice in pairs.Step 4 ChantHead, head, I have a headache. I have a headache,Stomach, stomach, I have a stomachache. I have a stomachache, Ear, ear, I have an earache. I have an earache, Tooth,tooth,I have a toothache. I have a toothache.Back, back, I have a sore back. I have a sore back, Throat, throat, I have a sore throat. I have a sore throat.Oh, dear! Do more exercise, please and keep healthy!Step 5 listen and sayWork on Section A lb, listen and number the names 1-5.Talk about the health problems of the persons in the picture. Eg：Nancy has a toothache, Sarah has a cold, •••Step6 Homework：1.Listen to the tape of lb and repeat.2.Copy the new words in Periodl.。
Unit 2 What’s the matter任务设计(新目标版八年级英语上册教案教学设计) Unit 2 What’s the matter任务设计(新目标版八年级英语上册教案教学设计)「篇一」一、教材分析新课标提出：“外国语是学习文化科学知识，获取世界各方面信息和进行国际交往的重要工具。
”和“发展听、说、读、写的基本技能，提高初步运用英语进行交际的能力，”，结合职业教育的特点，我对教材进行了更为合理的设计。
本单元话题是“友谊”，谈论有关交友和什么是真正的朋友，让学生从中增强对友谊的理解。
Reading部分承载着整个单元最重要的语言和文化信息，也是在整个教学过程中需要重点处理的部分。
通过阅读本篇课文，学生不仅要进行阅读技能的训练，学习一些新的词汇和短语的表达方式，还要了解如何认识结交真正的朋友。
二、学生分析1.学生的认知心理：高一的学生他们正处在青春期，他们都有较高的求知欲和表现欲，希望自己的表现得到同学和老师的认可。
特别是对他们熟悉的话题学生的兴趣会更浓，本单元的话题正符合学生的这一心理特点，所以我们教师要都设计各种任务型的课堂活动让学生人人都能参与活动，增强他们的英语学习积极性和学习自信心。
2.学生的英语知识基础：学生通过初中的英语学习，他们已具备了初步的语言表达能力，能用所学的语言知识谈论自己的喜好，但是，本单元的词汇量非常大，学生一时会很难适应，所以我们教师在充分了解学生的基础上因材施教，以防止两极分化现象的出现。
3.学生的思维能力：该年龄段的学生有很强的记忆力和模仿能力，但知识的拓展和运用的能力有待培养。
我们教师要充分利用这一点在教学课本知识的同时，教会学生创造性地使用所学知识运用于实践。
三、教学方式与教学手段高中生的认识能力比初中普遍提高，自我意识进一步发展，独立意识等均有明显提高，通过活动课、小组讨论等具体形式，特别是创设有利于高中生自己自我认识、自我反省、自我调节的情境，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。
Unit 2 What’s the matter？教案教学设计(新课标版英语八年级)Unit 2 What’s the matter？Section A一、教师寄语Reading is to the mind what exercise is to the body. 读书养心，锻炼健身。
二、学习目标知识目标：Words: matter; have; cold; stomachache; sore; back; arm; ear; eye; foot; hand; head; leg; mouth; neck; nose; stomach; tooth; throat; toothache; fever; rest; honey; dentist; should; headache; shouldn’tPhrases: have a cold have a sore throat have a fever see a dentistSentences:1. What’s the matter? I have a cold.2. I have a headache/stomachache/toothache/sore back/sore throat.3. You should go to bed/drink some water.能力目标: Enable the students to talk about health problems and give advice with the language points.情感目标: Help the students learn how to talk about health problems and give advice on that with the language points.三、教学重、难点Talk about your health.and give advice.四、学习过程1预习导学或自测Ⅰ.Students look at the pictures on the blackboard and learnthe new words about the parts of the body.1. b______2. n_____3. he_____4. ha_____5. ea_____6. ey_____7. f______ 8. m_____ 9. ne_____10. a______ 11. s_______ 12. l_____2．自主学习1.看医生/牙医2.感冒3.患牙痛4.患头痛5.发烧6.躺下休息7.喝大量水 8.喝热蜂蜜茶9.有压力 10.保持健康3．合作探究 .完成表格后对话。
Unit 2 What’s the matter ？【教材分析】本单元的主题是学习描述身体各部位的单词，掌握健康问题的英语表达方式。
通过听、说、读、写训练，熟练掌握和运用”What’s the matter?”“I have a ... ”“You should/shouldn’t ...”句型。
并通过谈论健康问题，让学生懂得通过调节饮食，保证睡眠时间、劳逸结合、加强体育锻炼来增强体质，提高学习效率。
【教材目标】一．认知目标1．能够用英语辨认身体各个部位。
2．语法：能熟练运用should 和shouldn’t提出建议和劝告。
二．技能目标1．学会运用目标语言来询问和诉说病情。
2．能独立阅读有关健康与饮食的文章并应用于写作。
三．情感目标1.引导学生关注周围人的身体状况和心理感受，真诚的关心他人，并能恰如其分的表达。
2.培养学生良好的饮食宜卫生习惯，关注健康问题，关爱生命，科学合理地生活。
【教材策略】充分利用多媒体等教学设备，创设与本单元话题相关的情景。
围绕本单元的教学目标，设计一些贴近学生实际的教学任务，例如让学生谈论周围事物的变化等，充分利用目标语言进行交际。
【教材重难点】1．掌握本单元的相关单词和短语。
掌握核心句型：“What’s the matter ?”I have a …You should/shouldn’t2．如何谈论健康及提供建议。
【教材安排】第一课时：SectionA1a—2c第二课时: Section A3a—4第三课时: Section B 1a—2c第四课时: Section B 3a—4b第五课时: Self —Check ﹠Reading第一课时【学习内容】SectionA1a—2c【学习目标】：１．掌握下列单词：matter have cold back sore arm ear eye foot hand leg mouth neck stomach tooth throat toothache fever rest honey dentist should headache have a cold２．掌握句型：What’s the matter ?I have a ...【学习重点】：１．本节课主要学习身体部位的单词和一些疾病的词汇，以及身体不适的表达及建议。
八年级英语上册（Go for it ！）Unit 2 What’s the matter ?主备人：时间：执教人：教学目标:（一）知识目标：熟练掌握重点词汇：matter, have a cold, stomachache, sore, back, arm, eye, foot, hand , head, leg, mouth, neck, nose, stomach, and so on.句型：学会用What’s the matter? I have a cold. I have a stomachache. I have a sore back. I have a sore throat来谈论身体情况。
（二）能力目标:Enable the students to talk about health problems and give advice with the language points.（三）情感目标:学习关心他人和照顾自己的健康教学重点:1.词汇：matter, have a cold, stomachache, sore, back, arm, eye, foot, hand , head, leg, mouth, neck, nose, stomach, tooth fever, toothache, rest, honey, dentist, should, headache, shouldn’t, ago, so, illness, advice. thirsty, stress, (be)stressed out, early, problem listen to music, traditional, believe, balance, weak, angry, tofu, medicine, western, everybody, get, few, a few, stay, important, balanced, diet, moment, at the moment, until, dear, host family, hear .2.句型：What’s the matter? I have a cold. I have a stomachache.I have a sore back. I have a sore throat. I’m not feeling well.I hope you feel better soon.---What’s the matter with Gina? -----She’s tired. ……Drink some water. /Go to bed early3. 语法：情态动词should的用法1)should 常用来表示劝告、建议、认为某人应该做某事。
《Unit2 What’s the matter》英语教案《Unit2 What’s the matter》英语教案【学习目标】1.识记并精确运用身体部位的词汇。
2.学会询问他人身体健康状况。
【重点，难点】重点：识记身体部位的多个词；把握多个询问他人身体健康状况的问法。
难点：不同身体部位不舒适的表达方法。
【导学指导】温故知新：1.思考怎样才能保持健康。
假如不健康的.话，身体会有什么症状？2.享受三组同学提前预备的表演（老师可提前支配）。
学问链接：结合三组同学的表演及课本Page7上的对话总结三种询问他人身体健康状况的句子：1._____________________________________________________________________;2.______________________________________________________________________;3.______________________________________________________________________;自主学习：1.扫瞄Page7上1a部分，借助单词表完成1a。
2.师生争辩结果并朗读它们。
3.乐观参与识别身体部位词汇的玩耍。
4.扫瞄Page7上图片中的对话后完成下列词组:怎么了__________________;感冒了_______________;背酸痛______________;胃痛，肚子痛___________________;喉咙痛_______________________。
5.扫瞄Page7上1b要求及所给名称，弄清要求及精确把握5个名字的发音。
6.弄清1-5几个人所在位置。
7听录音并按要求完成1b。
8.争辩答案并再放录音，要求同学大声重复。
并再次完成下列词组：怎么了__________________;感冒了______________;背酸痛_______________;胃痛，肚子痛___________________;喉咙痛______________;牙疼___________;头疼_________________________;9.查阅字典或者资料完成下列词组：咳嗽____________________;打喷嚏___________________;发烧_______________________;10.小组争辩以上表述身体健康问题的词组可分几种类型并依据类型排列在下边空白处。
八年级英语上册第二单元第一课时Unit 2 What’s the matter?I . Teaching Aims and Demands 教学目标1.Knowledge Objectives:To help students learn about new words about body; learn to give some advice;learn to use should and shouldn’t; learn to use have or has to express illness;learn to talk about and write about health.2.Ability ObjectivesTo help students to improve listening, reading and writing skills. And help them to improve communicative competence.3.Moral Objectives :To help students play like in action. To help them keep health. By playing let them try to be a doctor and serve the people heart and soul.II. Teaching Key Points/Analysis of the teaching contents教材分析1.Key words: matter, have, cold, have a cold, stomachache, sore, back, arm, ear, eye, foot, feet, hand, head, leg, mouth, neck, nose, stomach, tooth, teeth, throat, rest, honey, dentist, traditional, believe ,balanced weak angry medicine western important diet yin/yang food herb everybody stay a few get tired/angry2.Key phrases：lie down and rest ，hot tea with honey ，see a dentist ，drink lots of water，have a headache.municative language：1._What's the matter?_I have a headache.2._ Maybe you should see a dentist_That’s a good idea.3._ Do you have a sore throat?_ No, I don't4._ What's the matter with Gina?_ She is too tired.5. She should go to bed early.6. She shouldn’t go to the party.4. Grammar Focus: 1.Learn to use have or has to express illness2. Learn to use should and shouldn’tIII. Teaching Difficulties教学重难点What’s the matter?I have a toothache.Maybe you should see a dentist.That’s a good idea.He has a stomachache.He shouldn’t eat anything.IV.Analysis of the characteristics of the learners学生分析1.Through study in Grade7th, students have a quite good knowledge of some word aboutbody. They have a quite good base.2.They are quite good at playing.3.They are quick-witted. They like to learning by doing.V.Teaching Methods教学方法CA (communicative approach)Task-based Language TeachingTotal Physical ResponseV I.Learning Strategy学习方法Pairwork; Groupwork;Cooperative learning;Learn by doing;Inferring contentVII.Teaching Procedures教学过程The first period第一课时VII.Blackboard Design板书设计。
八年级英语Unit2What’sthematter教案八年级英语Unit2What’sthematter教案作为一位不辞辛劳的人民教师，时常会需要准备好教案，教案有助于顺利而有效地开展教学活动。
那要怎么写好教案呢？以下是小编收集整理的八年级英语Unit2What’sthematter教案，仅供参考，希望能够帮助到大家。
important and difficult points:1.words .2.how to talk about the health and give the advice .period 1teaching procedures:step 1 leading in1.t :how many parts of the body can you name ?what’s this ?(head , mouth etc.)today we’ll learn some parts of the body .2.this is my head .oh ,i have a headache .step 2 pre-task1.read the new words by the ss first .2.then check the ss if they can read the new words by themselves correctly .if there is a mistakes ,correct .3.practice reading the new words .give them 6 minutes .4.have a competition between boys and girls .write the words you remembered just now on the blackboard .5.page7,1a.do this part by the ss first. write the correct letter after the name of each body part on the list .6.check the answers .7.play a game .all the ss close your books ,we’ll have a instructor to say :touch your nose /head /right ear … .let’s see which student do it correctly and quickly .first all the ss do thisgame .then have competitions between boys and girls .5 boys and 5girls to the front to do what the instructor said .if you are wrong ,please go back to your seats ,the last one who stands at the front is the winner .step 3 while-tasksb page 7, 1b .listen and check the answers .sb page 7,1c .work in pairs and act out .sb page 8, 2a .1.point out the eight items in this activity .read the item to the class .ss repeat .2.there are different conversations .listen carefully . people are talking about health problems they have and getting advice .3.match the problems with the advice .4.play the tape twice .5.check the answers .step 4 post-task同桌之间设计一个医生与病人之间的对话.step 5 homework1.remember the name of your body part .2.write conversations between the doctor and the patient .。
Unit 2 What’s the matter?Teaching Aims:1. Learn and master the following words and phrases: matter, have, cold, have a cold, stomachache, sore, back, arm, ear, foot, hand, head, leg, mouth, neck, nose, stomach, tooth, throat2. Develop the students’ list ening ability.3. Be able to talk about health.4. Sentence PatternsWhat’s the matter? I have a sore throat.Teaching Difficult PointThe sentence patterns.Teaching MethodsListening practice to train the students’ listening ability.PairwrokTeaching AidsSome pictures.A tape recorder.Teaching ProceduresStep I Greetings.Step II. 1aTeach the students to study the new words by showing some pictures. eye, nose, mouth, ear, tooth, face, head, neck, back, stomach, arm, hand,leg, footAsk a student to read the list of thirteen names of body parts.Then let the students look at the picture and write the correct letter for each part of the body.Check the answers.Answers:k arm c back g ear i eye m foot a hand l head b leg f mouth e tooth d neck j nose h stomachStep III 1bShow some illnesses.e.g. I have a cold. I have a stomachache. Let several students say some illnesses.Ask a student to read the names. Nancy, Sarah, David, Ben, JudyThen play the recording the first time. Students only listen. Play the recording a second time. Students number the names.Cheek the answersAnswers:Nancy = 3 Sarah = 1 David = 2 Ben = 5 Judy = 4Step IV 1cAsk two students to read the conversation.A: What’s the matter?B: I have a sore throat.Then let the students make conversations in pairs.After some minutes, ask several pairs to say their conversations. Explain the language points.1. What’s the matter? 你怎么啦？这句话在口语中很常见，当别人遇到什么麻烦，或身体不舒服，你就可以问What’s the matter?意思是你怎么啦？/ 你遇到什么麻烦啦？/ 你哪儿不舒服？还可以在句末用介词with表示对象。
Unit 2 What’s the matter教案
Unit 2 What’s the matter?教案任务型活动建议：课程标准解读1．学生参与决定教学内容。
Brainstorm即学生在学习之前根据课题搜集、整理与课题相关健康问题及如何保持健康的信息。
这样学生课前自己准备学习材料，教师利用学生带入教室的各种信息组织语言教学活动，并对学生进行经常性的需求分析，随时调整教学内容。
2．力图使学生自己输入成为主要教学内容资源，并成为整个学习过程的中心。
教师针对本班学生特点，对教材进行整合、取舍并及时扩充必要材料充实课堂教学内容。
3．教学中挖掘利用学生自身的知识与经验，使学习内容更切合实际，学生更容易深切感知。
4．主张学生自主、自导学习，合作学习，强调不是个人学习，而是群体学习中的学生自主性。
总体教学思路：本节课设计思路是两条主线，一条是知识线；另一条是任务链。
1．知识：知识的呈现是按照词、句、文，即，从易到难的顺序呈现的。
从上节课的作业入手，然后分别复习人体各部分，常见健康问题和如何解决的词语、句子；讨论健康情况询问和应答的句式，到知识综合运用和提高，最后是巩固和开放性作业。
2．任务：本节课任务设计以健康为主线，上课以不同健康状况的图片导入新任务――讨论饮食对人的健康的影响，指出合理膳食----谈论自己的健康状况及如何调理饮食，然后，以4人为一组就家人和朋友中存在的健康问题交换意见，提出合理建议----给有健康问题的朋友或家人写信告诉他们如何通过健康的饮食以及良好
的生活习惯保持健康。
-----点出主题“It’s easy to stay healthy, and it’s important to eat a balanced diet.” 教学目标： 1. 学会描述健康状况提出合理建议。
2. 学习根据不同的健康状况提供“阴、阳”饮食条理方法。
3. 并能就其他健康问题展开讨论，提出解决方法。
4. 能以书信的形式针对某种健康情况提供建议。
教学重点和难点： 1．描述健康状况以及健康饮食。
2．了解饮食健康，提供合理饮食建议。
课前准备： 1. 搜集有关描述健康的英文词汇如：疾病名称、形容精神状态的形容词、健康食物名称、有益于健康的运动或活动，提供建议的词句。
2. 分小组准备健康饮食或运动活动的图片。
每组准备一篇描述健康饮食或健康生活习惯的文章。
（带
软盘或样图）教学设计：本课按照两条主线进行设计，一是知识支撑，二是任务设计：本节课流程图 Talk about health 知识支撑�L �K任务设计导入任务health problem ↓ ↓ 复习有关健康的词语identify different health problem ↓ ↓ 学习p11课文找出调节健康的饮食↓ ↓ 综合运用、提高养成健康的生活习惯，保持健康↓ ↓ 巩固 Conclusion：I know more than you can see 教学板块设计导入（Lead in）设计: 目的：通过描述不同健康状况的图片为导入教学做好知识铺垫。
以如何才能保持健康，引出本节课的大任务：合理膳食，养成健康的生活习惯。
吸引学生展开讨论，激发其学习兴趣，提高学生作为学习主体（主人）课堂参与意识。
\ 大量图片以及描述健康的词语，将其注意力吸引到课堂中，此时老师恰到好处地让学生汇报健康状况导入任务切入主题。
\Task 1：识别不同的生活习惯以及对健康状况的影响：通过学生听力材料，观察图片，找出不同生活习惯，以激活学生已经掌握的有关健康词汇。
这个活动Focus on listening. \Task 2：阅读课文（11页），如何合理调节饮食。
Focus on reading. \Task 3：让学生就自己、家人以及朋友的健康情况、饮食状况进行描述，找出合理膳食，健康的生活习惯是保持健康的保障。
激活学生已经掌握的描述健康的句子。
本活动Focus speaking on writing。
教学过程设计：Tasks Process Teacher’s activities Students’ acti vities Task1 Brainstorm 健康词语复习所学有关描述健康词语学生看、听、想、答。
Task2争做健康人健康问题以及健康生活习惯词句给出听力材料及图片，请学生听录音分辨其不同之处（p10 2a, 2b）听录音、观察、说出不同观点。
Task3合理膳食学习有关健康饮食的词句给出阅读资料，包括图、文，读短文，回答问题。
2 巡视，指导。
3 反馈、点评。
小组合作阅读资料找出问题答案 Task4最佳侦探使用表达健康词句。
1请各组学生分别就自己、家人以及朋友的健康情况、饮食状况进行描述，让学生讨论，找出合理膳食，健康的生活习惯是保持健康的保障。
并写出相关文章。
2询问活动结果。
3 评出最佳侦探。
（奖励）学生分别说出自己看法，写出相关文章由一位学生汇报结果.
Task6 I learn more than you can see.
conclusion 开放性小结本课内容 1．用比赛结果导入本单元重点句。
2.请学生写出自己今日所学或使用的其他句型（越多越好）记下重
点句。
写出自己会的句子。
小组交流记下新句子 Homework 1 写信给家人或朋友提供保持健康建议。
自己写相关文章。
板书设计： Unit2 -What does he/ she look like? -He’s/ has got … Who ‘s the best? 1 2 3 4 5 6 7 课后小结 1．收获： A 鼓励学生大胆的使用英语，对他们学习过程中的失误和错误采取宽容的态度。
B任务链设计较成功，创造条件让学生能够研究他们自己感兴趣的问题。
C 课堂设计较合理，给学生创设自主学习和交流的机会。
D 学生通过体验、实践、讨论、合作等方式发展了听说读写的综合语言技能。
2．探索：继续探索在任务、与合作型教学中如何调动全体学生的积极性。
3．课后反思：本课的设计使学生确实从学习中学会了如何谈论外貌，同时还学会了识别不同人物外貌特征，设计简单通缉令。
丰富了学生生活，同时也是一种真实的体验。
增加学生的语言实践，促进他们在整个教学活动中主动参与。
