人教版英语八下Unit1What’sthematter教案

Unit1 What’s the matter?复习课教学设计一、设计背景初中英语升学考试所涉及的知识面广，因而复习时需要扎扎实实打好基础，对课本的复习可以说是以“地毯式”搜捕的方式进行的。

教师要在有限的时间内完成如此大容量的复习任务，就必须要想方设法提高复习效率，让学生的复习取得事半功倍的效果。

我在复习中采用“知识递进式”复习法，用话题带动词句的使用，注重知识的综合运用。

二、设计理念本课是以“problems and advice”为话题的复习课，课堂上把主动权交给学生，以听说训练为主线，通过看、听、说、写等一系列教学活动，让学生运用所学知识来完成单词拼写、即时翻译短语、小组合作翻译句子，定时背诵语篇。

使学生获得最基本的英语听、说、读、写能力，并在教学中充分激发学生强烈的学习愿望。

在注重学生知识能力发展的同时，注重提高学生的人格修养，学会关心别人，帮助别人，达到培养学生互助的德育教育的目的。

三、教学目标设计用具体、明确、可操作的行为语言，描述本课的知识、技能、能力、方法、情感、态度、价值观等方面的教学目标。

Objectives: By the end of the session, most students will be better able to acquire the required information. This will be achieved by: 1.Knowledge Objectives:1)Be able to master the pronunciation, meaning and spellingof the names of diseases: fever, sore throat, sore back; stomachache, headache, toothache, cold, cough; 2) Be able tolearn the e某pressions of giving advice: lie down and rest, drink hot tea with honey, see a dentist, take this medicine;3) Be able to talk about health problems by using “What’s the matter? I have a?” and give advice by using “Youshould?You shouldn’t?” 2. Ability Objectives:1) Be able to talk about one’s health problems and give advice fluently; 2) Be able to role play doctor and patient; 3. Moral Objectives:1) Improve the cooperative spirit through pair work and role playing 2) Care more about yourself and your family members’ health. 四、教学重点难点设计由于本节课的话题是谈论健康，根据教学大纲的要求，学生需掌握有关疾病的单词，并能针对疾病提出合理的建议。

Unit 1 What’s the matter？第二课时教案一、基础知识1. trouble 名词，意为“麻烦，困难”。

have trouble (in) doing sth.意为“做……有困难，做……有麻烦”，这里的in在口语中可省略。

I had no trouble (in) finding his office. 我毫不费力就找到了他的办公室。

have trouble with sth, 因…苦恼。

She is having trouble with her teeth.她因牙痛而苦恼。

2. hit. hit 的过去式和过去分词都是hit ，是不规则变化。

类似结构有：cost--cost; read--read; hurt--hurt; cut--cut3. herself (she 的反身代词）她自己. 一、二、三人称的反身代词myself, ourselves, yourself, yourselves, himself, herself, itself, themselves.4. get off 下车(反义短语）get on 上车与get相关的常用短语：get up起床get back回来；取回get over克服；度过get on／along well with与……相处融洽get to到达5. to one’s surprise 使某人吃惊的是, one’s指形容词性的物主代词。

此短语中surprise是名词。

surprise的形容词形式为surprised （常用于修饰人），surprising（常用于修饰物）。

例如：He was surprised to see such surprising things.看到如此令人惊讶的事情他非常惊奇的。

6. right away立即；马上。

同义短语为at once二、重难点分析重点：1. At 9:00 a.m . yesterday, bus No. 26 was going along Zhonghua Road when the driver saw an old man lying on the side of the road. 昨天上午9:00 , 26路公共汽车正沿着中华路行驶，这时，司机看见一位老人躺在马路上。

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。

Unit 1 What’s the matter?
Section B (1a—1d)
一、教学目标
1. 能够熟练掌握本课重点词汇：bandage, press, sick, knee, nosebleed
2. 熟练掌握本课重点句型：
He hurt himself in P.E. class.
3. 能听懂与疾病或事故相对应的处理方式的对话。

4. 能够使用first，next，then等词来陈述疾病或事故的处理过程。

5. 能够谈论健康问题与事故，并就健康与安全问题提出简单的建议。

6. 能够了解一些意外事故的处理方法，意识到急救知识的重要性。

二、教学重点及难点
重点：
1. 能听懂与疾病或事故相对应的处理方式的对话。

2. 能够谈论健康问题与事故，并就健康与安全问题提出简单的建议。

难点：
能够了解一些意外事故的处理方法，意识到急救知识的重要性。

三、教学过程
四、板书设计
Unit 1 What’s the matter?
第1课时Section B (1a—1d) Key words: bandage, press, sick, knee, nosebleed
Key sentence: He hurt himself in P.E. class.。

八年级下册Unit1 What’s the matter？第一课时1a-2d教学设计一、教学目标：1、知识目标单词：运用下列词汇throat, stomach, stomachache, fever, headache表述健康问题。

词组：熟练运用have a fever, have a stomachache , have a headachehave a sore throat, take one's temperature, lie down就健康问题给出合理建议。

句子：运用What’s the matter …? What should she do? 句型在日常生活中进行交流。

2、能力目标培养学生能运用所学语言简单的描述自己的健康状况及如何询问对方的身体健康状况。

提高听、说、读、写的综合能力。

3、情感目标学会关心关爱他人,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。

二、教学重点、难点重点：学习人体各个部位的名称及如何询问和回答身体的健康状况。

难点：句型“What’s the matter?/ What’s wrong?” “I have a …”在实际生活中的应用。

三、教学准备多媒体课件、微视频、单词卡、医用隔离衣、听诊器、体温计等。

四、教学过程第一教学环节：欣赏英文歌曲“If you are happy…”导入新课。

教师活动学生活动学生学习效果评测工具和方法1.学生的课前报告。

2.播放歌曲“If you are happy…”让同学跟着音乐做动作，活跃气氛，使课堂充满生机与活力，同时让学生产生悬念，这节课将会学习关于怎样1.针对学生的课前报告，进行提问。

2.欣赏歌曲“If you arehappy…”学生能听懂课前报告，并能对相关问题进行提问。

学生伴着音乐边唱边做动作。

的知识？第二教学环节：结合自己的肢体来复习、学习身体部位的单词，以游戏的形式巩固单词。

利用微视频学习使用sore、-ache表达伤病名称。

What’s the matter?教学过程一、课堂导入问学生：当你走进教室看某位同学扒在桌上，你走上前去会怎么询问？二、复习预习教师引导学生复习上学期所学的重点知识点，包括：一般现在时、一般过去时、形容词副词的比较级和最高级、情态动词can的用法、重要的动词短语等。

（以提问、回顾的形式进行），针对假期作业进行讲评、订正、答疑，并通过对上学期知识的复习和分析导入本节课所要学习的如何询问及给出建议。

三、本单元在中考中的地位：本单元所讲的主要知识点是如何询问及给出建议，这个话题常出现在中考的补全对话及单选题情景对话中，在补全对话中出现频率极高几乎每隔一年就会出现，所以大家要重视本单元口语的学习。

四、知识讲解知识点1：表示询问及表达疾病的句型1. 【考查点】基本句型：what’s the matter with …? =what’s wrong with …? = what’s up with…? What’s the matter? 怎么了？= What’the matter with you?= What’s the trouble? = What’s the trouble with you?= what’s up? = what’s up with you? = Is there anything wrong?= Is there anything wrong with you? = What’s wrong?= What’s wrong with you? = What has happened to you?2. 【考查点】表达疾病I have a sore throat / back .have a (bad) cold (重)感冒have a toothache 牙痛have a fever 发烧have a sore throat 喉咙痛，咽喉痛have a sore back 背痛have a backache have a headache 头痛have a stomachache 胃痛；肚子痛(用bad 表示程度“严重，厉害”)have a（bad）headache 头痛得厉害I have a stomachache 我胃痛= I have got a stomachache= There is something wrong with my stomach. = My stomach hurts. ( hurt vi. 感到疼痛；有坏处；带来痛苦) = I have (got) a pain in my stomach. / I am sick .3. 【考查点】表达感觉的句型How are you feeling now ?I’m not feeling（very）well/ fine/all right.. 我觉得不太舒服=I don’t feel very well. = I’m feeling ill / sick. =I feel terrible / bad.I hope you feel better soon .I feel sore all over . （all over: 到处，遍及；浑身）知识点2：表达建议的句型及should的用法1.【考查点】 you should do …You had better not to do sth.You had better do sth.How about doing sth.?What about sth.?Why not do sth.?I think /believe that you should ….2.【考查点】should的用法Should用法：should + 动词原形，“应该”shouldn’t+ 动词原形，“不应该”1）表示义务或责任；“应该”We should learn from each other. 我们应该互相学习。

《Unit 1 What's the matter》教案Unit 2 What’s the matter?Teaching aims and demandsWhat’s the matter?I have a headache.You sho uld drink some tea.That sounds a like a good idea.I have a sore back.III. Teaching importance and diffculty:Talk about your health.Make suggestions.IV. Teaching ways:Revision, Learning, Practice and Reading.V. Teaching tools:Tape-recorder and Lattern.V. Teaching time:Six periodsVI. Teaching procedure:Period 1I. Teaching Aims and Demands1. Knowledge Objects.Body names.Illness.What’s the matter?I have a cold.2. Ability Objects.Listening skill.Recognizing skill.3. Moral Objects.Exercise every day and keep healthy and strong.II. Teaching Importance and DifficultyWhat’s the matter?I have a cold.III. Teaching MethodsRecognizing method.Listening method.Discover method.Pairwork.IV. Teaching AidsA tape recorder.A doll for teaching the names of the body.A Projector.Step III 1bAct out an illness. Then show the other new words on the blackboard. Read the new words to students and ask them to repeat. Make sure every student knows the meaning and can read them.Step IV PairworkTeach students more words of illness. For example,Have a cold have a feverHeadache stomachacheHeadache toothacheHave a sore back have a sore throatStep V An activityPlay the game Simon says with students. First have students line up inrows .Ask students to touch different parts of their bodies.Step VI An activityNow please turn to page 106. There is a picture of a head with no eyes, nose, mouth or ears. Please draw them in the correct paces and say their names in English. Then show your pictures. Who draws the best?Step VII HomeworkWrite down the new words in your exercise book and r ead them for several timesStep VIII Blackboard DesignUnit 2 What’s the matter?tooth ——teeth(pl.)foot ——feet(pl.)toothachestom-ach-acheeyes nose mouth earsPeriod 2I. Teaching Aims and Demands1. Knowledge ObjectsNew words.Some advice.Grammar Focus.2. Ability ObjectsListening skill.Reading skill.Writing skill.Communicative competence.3. Moral ObjectTo be a doctor and serve the people heart and soul.II. Teaching Importance and DifficultyWhat’s the matter?I have a toothache.Maybe you should see a dentist.That’s a good idea.III. Teaching MethodsListening method.Reading and writing methods.P airwork.IV. Teaching AidsA tpae recorderA projector.IV. Teaching ProceduresStep I Greet the class and check the homework.Step II Show the new words on the screen.Read the new words to students and ask them to repeat.Step III 2aNow open your books and turn to page 8.First read the eight items to students and ask them to repeat.Sore throatStomachacheFeverLie down and restHot tea with honeySee a dentistDrink lots of waterStep IV 2bFirst look at the four pictures. Each picture illustrates of the conversations. Now we’ll listen to the conversations again. This time listen for the missing words. Write the missing words on the blackboard.Step V 2c PairworkFirst I’ll hav e two students read the dialogue in the box. OK. You two please. Sa: What’s the matter?Sb: I have a toothache.Sa: Maybe you should see a dentist.Sb: That’s a good idea.Ask students to work in pairs.Step VI Grammar FocusI have a headache.He has a stomachache.She has a toothache.You should go to bed.He shouldn’t eat anything for 24 hours.She should see a dentist.Step VII HomeworkThis class we’ve leant some advice to people in advertisements for cold medicines , pain medicines and other medicines. Please recover the name and picture of the medicines in the advertisement and leave only the person. Next class we’ll play a game.Step VIII Blackboard DesignUnit 2 What’s the matter?Problems Advice… …… …I. Teaching Aims and Demands1. Knowledge ObjectsReading and writing materials.Oral Practice.2. Ability ObjectsReading skill.Writhing skill.Communicative competence.3. Moral ObjectGive good advice when someone needs your help.II. Teaching Importance and DifficultyReading practice.Oral practice.III. Teaching MethodsReading and writing methods.Pairwork.Groupwork.IV. Teaching AidsWorkbook exercises.V. Teaching Procu druesStep I Greet the class as usual and check the homework.Step II 3aNow open your books at page 9.Now lo ok at the conversation on the left.A: What’s the matter?B: I’m not feeling well. I have a 1 .A:When did it start?B: About 2 ago.A: Oh, that’s too bad. You should 3 .Step III 3b PairworkNow let students look at the picture. Have students ask and answer what’s the matter with the people in the picture.Write the answer on the blackboard. For example,What’s the matter?He has a toothache.She has a sore throat.He has a sore back.She has a stomachache.Step IV 4 GroupworkFirst look at the dialogue on the left. Read it to the class.What’s the matter?Do you have a sore throat?No, I don’t.Do you have a sore throat?No, I don’t.Do you have a cold?Yes, I do.You should drink some hot tea.Step V An Optional ActivityWrite the names of several illness on the board. Then ask students to explain in simple English what advice their parents or grandparents give for each illness. Step VI SummaryThis class we’ve learnt some advice and done some reading,writing and oral practice. I hope you can give your classmates of friends good suggestion when they need your help.Step VII HomeworkFinish off the exercises of workbook.Step VIII BlackboardUnit 2 What’s the matter?What’s the matter?He has a toothache.… a sore back.…a sore throat.…a stomachache.Period 4I. Teaching Aims and Demands1. Knowledge ObjectsKey vocabulary.Reading practice.Oral practice.2. Ability ObjectsListening skill.Reading skill.Writhing skill.Practice skill.Communicative competence.3. Moral ObjectAsk for help when you have problem.II. Teaching Importance and DifficultyKey vocabulary.Reading practice.Oral practice.III. Teaching MethodsReading and writing methods.Understanding method.Pairwork.Listening method.IV. Teaching AidsA tape recorder.V. Teaching ProcudruesStep I Greet the class as usual and check the homework.Step II Section B 1aNow open your books at page 10. First I’ll read the words to you.TiredHungryThirstyStressed outStep III 1bNow read the four sentences after me.Eat an apple.Drink some water.Listen to music.Step IV 2aFirst let students look at the chart. Then tell students they’ll listen to the recording. There are four conversations.Write the problems in the blanks after each person’s name.Play the recording the first time. Students only listen. Then play the recording a second time.Step V 2bAsk one or two to write their answers on the blackboard. Then correct the answers with the whole class.Gina: should go to bed earlyShouldn’t go to the party tonightTony: should listen to musicSho uldn’t studyAlan: should eat an appleShouldn’t play soccer before dinnerStep VI 2c PairworkAsk two students to read the conversation in speech bubble.What’s the matter with Gina?She’s tired.Well, she should go to bed early. She shouldn’t go to the p arty.Step VII HomeworkAfter class you can talk to an expert about a particular problem. For exaple, what should I do when I have problems with my little brother?Step VIII Blackboard Desi gnUnit 2 What’s the matterGina: should do …Shouldn’t do …Tony: …Julie: …Alan: …Period 5I. Teaching Aims and Demands1. Knowledge ObjectsKey vocabulary.Reading material.Group work.2. Ability ObjectsReading skill.Writhing skill.Communicative competence.3. Moral ObjectGreat Chinese culture.IV. Teaching AidsA projector.V. Teaching ProcudruesStep I Greet the class as usual and check the homework.Step II New wordsOpen your books and turn to page 118. We’ll leant the new words of page 11.Show a picture on the blackboard. Explain yin and yang in Chinese.Step III 3aRead the article to the class.Now let students read the article and and underline each thing they should do.Step IV 3bRead the paragraph to the class, saying blank each time when come to a blankline. Are you tired?Eveyone gets tired somet imes. When you’re tired, you shouldn’t 1 . You should2 for a few nights and you should3 to stay healthy. You should also eat4 and other healthy foods. You shouldn’t5 when you are tired.Step V 3cFirst read the instructions.And then ask students to say some things to do when they have a cold.Then ask some students to read their paragraphs to the class.Step VI 4 GroupworkAsk students to write the names on the blackboard. Then let them raise their hands voting for Dr. Know.Step VII HomeworkNow, Home work. Write down the sentences about when you’re tired in your exercise book.Step VIII Blackboard DesignUnit 2 What’s the matterStuents’ names Best advice is Dr. Know.Period 6I. Teaching Aims and Demands1. Knowledge ObjectsVocabulary in this unit.Writing practice.Just for Fun.2. Ability ObjectsReading skill.Writhing skill.Communicative competence.3. Moral ObjectGive your help to who needs one.II. Teaching Importance and DifficultyVocabulary in this unit.Writing practice.III. Teaching MethodsReading and writing methods.Self check method.IV. Teaching AidsA projector.V. Teaching ProcudruesStep I Greet the class as usual and check the homework.Step II Show the new words on the blackboard.Step III Self Check 1First ask students to fill in the blanks with the word given. Then check the answers. Then ask students to make their own sentences with the words.Step IV 2This is a letter from Sally. First I’ll read the letter to you.This activity provides writing individually. Then ask some of them to read their advice to the class.S tep V Just for Fun!Ask the students to repeat.T: What’s the matter with the snowman, do you know?S: He’s stressed out.T: Why is he stressed out? Well, because of the sun. He’s melting.T: Can the boy help him? What does he do?S: Yes. He puts him into the fridge.T: OH, great! You ‘re quite right. Is the snowman stressed out now?S: No, he isn’t.Step VI WorkbookStep VII SummaryThis class we’ve reviewed key vocabulary in this unit. And we’ve read a letter f rom Sally and written back to give h er some advice. Also we’ve read the problem of the snowman. I hope other all of you can help other people who need your help.Step VIII HomeworkFinish off the workbook exercises.Step IX Blackboard DesignUnit What’s the matter?Sally’s Problem Advice… …snowman sun meltfridge save。