新版2014新目標(biāo)英語(yǔ)八年級(jí)下冊(cè)u(píng)nit1what s the matter

1、Unit 1 Whats the matter?The First Period (Section A 1a-2d)Teaching Aims1. Knowledge Objects(1) Function: Learn to describe and talk about the health problems and accidents.Learn to give others some right advice according to their problems.(2)Key Vocabulary: matter, sore, throat, stomachache, foot, n

2、eck, stomach, fever, lie, rest, cough, toothache, headache, have a sore back, have a stomachache, have a cold, lie down, see a dentist, get an X-ray, take ones temperature, have a fever, have a headache, take breaks, in the same way, go to a doctor(3)Target Language:Whats the matter? I have a stomac

3、hache./ I have a sore back. / I have a cold.She has a very sore throat. My head feels very hot.What should I do?I think you should lie down and rst.(4)Structure:have a+ the names of the illnessshould+verb2. Ability ObjectsEnable students to talk about health problems and give advice with the languag

4、e points.3. Moral Objects(1)Improve the cooperative spirit through pair work and role playing.(2)Students care more about themselves and their family members health.Teaching Key Points1. Learn and master the parts of the body, the names of the illness and the expressions of giving advice.2. Learn to

5、 talk about health problems by using “Whats the matter? I have a” and give advice by using “should”.Teaching Difficult Points1. Learn to talk about health problems by using “Whats the matter? I have a”.2. Learn to give appropriate advice to the certain health problems.Teaching MethodsTask-based lang

6、uage teaching method, the cooperative learning method, and multimedia-assisted teaching and learning method.Teaching AidsThe picture about illness; PPT.Teaching ProceduresStep 1 Warming-up (about 2 minutes)Sing the English song If youre happy.Step 2 Presentation (about 6 minutes)T: This is really a

7、beautiful song. What can you do if you are happy?Ss: Clap our hands and stamp our feet.T: Yes. Hands and feet are parts of our body; do you know other parts of our body in English?Ss: Eye, headT: Youre great. Today, lets learn the names of thee body parts. The teacher touches the parts of the body o

8、ne by one and says them. While teaching each one, let students touch or show it. Present a picture of Pan Changjiang on the screen. Let students say each part of the body. Work on Section A 1a. Play the game: Touch the parts of your body. Let the whole class touch the parts of their body when teache

9、r say: Touch yourAsk eight students to come to the front and do as the teacher tells them: Touch yourIf one does wrong, let him or her go back, the last one whos in the front is the winner.Step 3 Presentation and Practice (about 8 minutes) The teacher mimes having a stomachache with an action of tou

10、ching his stomach, and asks, “Whats the matter?” (Write it on the blackboard), then says, “Im not feeling well, I have a stomachache.” (Students repeat with teacher.) Then show some pictures on the screen and ask students to practice. Have students look at the picture and ask: What can we say to him

11、? Ss: Whats the matter? T: Yes. And what should the boy say? Ss: I have a stomachache. Let students repeat with other pictures about other illness. Ask some students to use gestures to show the illness, and have others to guess. Make a model dialogue. (S1 does an action to express an illness.) T: Wh

12、ats the matter? Ss: He/ She has a headache. Let students practice other illness. A: Whats the matter? B: He/ She has a headache/ toothache/ a sore back/ a sore throat/ a cold and a cough. Show other pictures, and ask students to talk about health problems of the persons in the pictures in pairs.Step

13、 4 Listen and Say (about 8 minutes) Work on Section A 1b, listen and number the names 1-5. Have students look at the picture and read 1c, and tell students that the girl talked too much yesterday and she has a very sore throat now. Then ask them look at the picture, practice saying other problems. F

14、or example: The boy eats too much ice cream and has a stomachache. Have students work in pairs according to 1c and ask some pairs to act out their conversations.Step 5 Presentation (about 5 minutes) Teacher pretends to cough and asks: T: Whats the matter with me? Ss: Do you have a cough/ a sore thro

15、at? T: Yes, I have a sore throat. Can you give me some advice? What should I do? Ss: You should drink hot tea with honey/ shouldnt talk too much/ go to a doctor(Students can give different advice as they like) Show different pictures to students, have them practice in pairs. S1: Whats the matter wit

16、h him/ her? S2: Yes, he/ she has a/ an toothache/ fever/ headache(Teach the new words)What should he/ she do? S2: He/ She should go to see a dentist/ lie down and rest/ drink a lot of water./ see a doctor He/ She shouldnt drink cold water/ play basketball Work in groups, and have students role-play

17、between a doctor and a patient. Ask them to talk about the health problems and give advice in groups.Step 6 Practice (about 7 minutes) Do 2a. Have students listen and number the picture 1-5in the order they hear. Then check the answer. Play the tape again for the students and let them do 2b by thems

18、elves. Have students listen again and match the problems with the advice. Then play it again and check the answers. Do 2c. Pair work. Let students read the conversations in 2c first. Then work in pairs, make a new conversation according to 2a and 2b. For example: A: Whats the matter? B: My back feel

19、s terrible. A: Maybe you have headache. You should see a doctor and get an X-ray. B: Thats a good idea. Show more pictures and let students make more conversations.Step 7 Expansion and Extension (about 5 minutes) Role-play the conversation. First, have students to role-play the conversation in 2d in

20、 groups and choose the best. In groups, students discuss the language points and solve the problems. The teacher walks around and gives them some help if they need. Work in groups. Have students do a survey in groups about their health problems, then discuss in groups and give some right advice and

21、make a new conversation. Ask each group to report their conversations.Step 8 Summary (about 3 minutes) Ask students to sum up the parts of a body and the names of illness. Help students to sum up how to give advice by using “should” and “shouldnt”, then ask them to give the right advice about differ

22、ent problems.Step 9 Homework (about 1 minute) Give advice to the following problems as much as possible: sore throat, toothache, headache, cold. Then choose one to make a dialogue with your partner. Search on the internet about more advice of different health problems and accidents.Blackboard Design

23、Unit 1 Whats the matter?The First Period (Section A 1a-2d)Whats the matter? I have a stomachache/ sore throat/ a cold. She/ He has a very sore throat. My head feels very hot.What should I/he/she do? You should/ shouldnt第一課時(shí)作業(yè)設(shè)計(jì)一、根據(jù)句意、漢語(yǔ)意思和首字母提示完成句子。1. Whats the m_ (問(wèn)題)with you? -I cut myself.2. Tom

24、didnt go to school yesterday, because he had a sore t_ (咽喉).3. A horse has four f_.4. You should go to a doctor if you have a c_ (咳嗽).5. The girls t_ (牙齒)are very white and good. She brushes them twice a day.二、漢譯英。1. 背痛_ 2. 感冒_ 3. 躺下休息_4. 發(fā)燒_ 5. 劃傷自己_三、選擇填空。（ ）1. Whats the matter with Lisa? A. She i

25、s away. B. She is cool. C. She should get an X-ray. D. She has a sore throat.（ ）2. Im too tired. I studied very late last night. -I think you _ have a good rest. A. should B. has to C. shouldnt D. needs（ ）3. You should _ for a few nights. A. lies down B. lie down C. lie D. lie to（ ）4. You shouldnt e

26、at _ junk food. A. much too B. too many C. too much D. many too（ ）5. I have a bad toothache. -_ A. Whats the matter? B. You talks too much. C. You should see a doctor. D. I think you should lie down and rest.教學(xué)反思本節(jié)課在教學(xué)中注意利用圖片和教師的動(dòng)作，從感官上刺激學(xué)生，能很快地抓住學(xué)生的注意力，再通過(guò)學(xué)生小組表演，給學(xué)生充分表現(xiàn)自己的機(jī)會(huì)，充分體現(xiàn)學(xué)生在教學(xué)中的主體地位。醫(yī)生和病人的游

27、戲一方面鞏固了所學(xué)知識(shí)，另一方面訓(xùn)練了學(xué)生之間合作解決問(wèn)題的能力，并通過(guò)給別人提出合理建議，讓學(xué)生充滿成就感。多媒體輔助教學(xué)可以提高課堂教學(xué)容量，調(diào)動(dòng)學(xué)生多個(gè)感官對(duì)知識(shí)的感知，實(shí)現(xiàn)信息傳遞的多渠道化，但要注意呈現(xiàn)的速度，做到張馳結(jié)合。本節(jié)課各教學(xué)環(huán)節(jié)之間聯(lián)系比較緊密，但時(shí)間分配上稍微有點(diǎn)前松后緊，因此教師應(yīng)該注意根據(jù)學(xué)生的課堂反應(yīng)把握教學(xué)節(jié)奏。Unit 1 Whats the matter?The Second Period (Section A 3a-4c)Teaching Aims1. Knowledge Objects(1)Function: Learn and master how t

28、o talk about the health problems and accidents.Learn and master how to give some right advice to others with the target language.(2)Key Vocabulary: passenger, trouble, herself, get off, to ones surprise, agree to (do sth.), thanks to, in time, think about, get into trouble, fall down(3) Target Langu

29、age: Whats the matter with Ben? He hurt himself./ He has a sore back.-Do you have a fever? -Yes, I do./ No, I dont.-Does he have a toothache? -Yes, he does.You shouldnt eat so much next time.What should she do?She should take her temperature.-Should I put some medicine on it? -Yes, you should. / No,

30、 you shouldnt.(4) Structure: “should/ shouldnt + verb” for suggestion Reflexive pronouns.2. Ability Objects(1)Enable students to understand the passage about the accident.(2)Enable students to practice reading and writing with the language points. 3. Moral Objects Educate students to care about and

31、help the people in trouble.Teaching Key Points 1. Be able to understand the passage about the accident. 2. Learn to talk about health problems and accidents and give advice by using “should/ shouldnt”.Teaching Difficult Points 1. Learn to talk about health problems and accidents and give appropriate

32、 advice. 2. Learn how to get information from the passage and train students reading and writing skills.Teaching Methods The activity teaching method, the cooperative learning method, and the task-based language teaching method.Teaching Aids The pictures about health problem; PPT.Teaching Procedures

33、 Step 1 Warming-up (about 5 minutes) T: Greet the class as usual, then point to a student and say: You look pale. What s the matter? Help the student answer “I have a cold.” and give him/ her some advice like “You should drink more water”. Show some pictures about health problems and ask students to

34、 work in pairs like this: S1: Whats the matter? S2: I have a S1: You should (Help them use “You shouldnt ”) Have three pairs act out their conversations in class. Step 2 Grammar Focus (about 7 minutes) Have students to read and remember the sentences of Grammar Focus by themselves, and then have the

35、m work in groups to sum up how to talk about health problems and give right advice. T: (Show a picture of the boy that has a sore back, and say to the class) This is Mark. He hurt himself playing soccer. Now make a conversation to talk about his problem and give him some advice. (Practice using shou

36、ld/ shouldnt) A: Whats the matter with Mark? B: He has a sore back. A: Does he have a fever? B: No, he doesnt. A: What should he do? B: He should lie down and rest./ He shouldnt exercise, etc. Show some pictures about other health problems and ask students to work with their partners. Have two pairs

37、 talk about different problems in class. Step 3 Practice (about 6 minutes) Ask students to go through each conversation in 4a quickly, and then complete the conversations individually. Move around the classroom and help them if necessary. Check the answers. Ask some students to practice every conver

38、sation in pairs. Step 4 Circle and Write (about 4 minutes) 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 5 Group work (about 5 minutes) Have s

39、tudents read the conversation in 4c, and then ask them to work in groups. One student mimes a problem. The other students in his/ her group guess the problem and give their advice. Step 6 Reading practice (about 14 minutes) Pre-reading: Show the picture in 3a to students. Teach the new words “passen

40、ger” and “trouble”. Then have them talk about the picture. While-reading: First, ask students to read the passage and answer the question: Do you think it comes from a newspaper or a book? Have students read the sentences in 3b. Then ask them to read the passage again and check the things that happe

41、ned in the story. Check the answers with their partners. After-reading: Have students pay attention to the questions in 3c, and then read the passage again and try answering them. Have students discuss the questions in 3c with their partners. Then ask some students to say their answers in class. Enc

42、ourage them to say their own opinions. Step 7Summary (about 3 minutes) Help students to sum up how to talk about 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 (about 1 minute

43、) Have students make up conversations to talk about sb.s health problems and give them some advice. Have students read the passage and practice retelling the story.Blackboard DesignUnit 1Whats the matter?The Second Period (Section A 3a-4c)passenger troublesaw an old man lying on the side of the road

44、 have a heart problem should go to the hospitalgot off take the man to the hospital agreed to saved the man in time第二課時(shí)作業(yè)設(shè)計(jì)一、根據(jù)句意和漢語(yǔ)提示完成句子。1. Jim _ (摔倒)and hurt himself when he played soccer yesterday.2. They wont _ (下車)until the bus stops.3. _ (使我驚喜的是), my brother and I both passed the driving exam

45、.4. _ (多虧了)the doctors, the most beautiful teacher Zhang Lili was out of danger.5. Now many people dont want to help others because theyre afraid of _(惹麻煩)。二、句型轉(zhuǎn)換。1. He should go to see a dentist. (改為否定句) He _to see a dentist.2. Her father has a sore throat.(一般疑問(wèn)句) _ her father _ a sore throat?3. Ji

46、m should put some medicine on the cut.(畫(huà)線提問(wèn))_ _ Jim put some medicine?4. Jenny has a bad cold. (畫(huà)線提問(wèn)) _ the matter _ Jenny?5. Thanks to the driver, the doctor saved Mr. Smith in time. (改為同義句) _ _ _ of the driver, the doctor saved Mr. Smith in time.三、選擇填空。（ ）1. When I walked past the People Square, I

47、 saw many old women _ there. A. dance B. danced C. dancing D. are dancing（ ）2. Students shouldnt go to school _ breakfast. Its bad for their health. A. with B. without C. for D. by（ ）3. Fathers Day is coming. Im _ how I will give him a surprise. A. hearing about B. talking about C. worrying about D.

48、 thinking about（ ）4. You _ eat too much meat. You are too fat. A. should B. shouldnt C. need D. have to（ ）5. I fell off the bike and hurt _ yesterday. Im sorry to hear that. A. me B. myself C. yourself D. herself教學(xué)反思本節(jié)課首先以師生情景對(duì)話引出上節(jié)課學(xué)習(xí)內(nèi)容，然后讓學(xué)生根據(jù)圖片進(jìn)行復(fù)習(xí)，很自然地進(jìn)入下一部分對(duì)Grammar Focus的總結(jié)，再通過(guò)練習(xí)和小組活動(dòng)加以鞏固，使學(xué)生很容

49、易地掌握如何談?wù)摻】祮?wèn)題和提出合理的建議。閱讀教學(xué)讓學(xué)生對(duì)圖片的談?wù)?，自然地進(jìn)入有關(guān)事故的短文閱讀，一方面訓(xùn)練了學(xué)生的說(shuō)話能力，另一方面為閱讀做鋪墊。讀后讓學(xué)生回答問(wèn)題，進(jìn)行討論，這樣使讀寫與說(shuō)的訓(xùn)練相互整合，既練習(xí)了口頭表達(dá)，也對(duì)閱讀效果加以鞏固。本節(jié)課的活動(dòng)較多，要注意課堂節(jié)奏的把握，以便順利完成學(xué)習(xí)任務(wù)，達(dá)到理想的教學(xué)效果。Unit 1 Whats the matter?The Third Period (Section B 1a-1d,Self Check)Teaching Aims1. Knowledge Objects(1)Function: Learn to talk about

50、 different accidents and health problems.Learn to give some right advice according to different accidents and put them in order.(2)Key Vocabulary: bandage, knee, nosebleed, hurt, hit, nurse, put on, get hit, hurt oneself(3) Target Language: Put a bandage on it./ Run it under water. / Rest for a few

51、days./ Put your head back./ Put on a clean T-shirt.Someone felt sick./ Someone cut his knee./ Someone had a nosebleed./ Someone hurt his back./ Someone got hit on the head. (4) Structure: the way of talking about accident; should/ shouldnt +verb2. Ability Objects(1)Enable students to describe differ

52、ent accidents and health problems.(2)Enable students to give some right advice according to different accidents. 3. Moral Objects Be kind to others and give others more cares.Teaching Key Points Learn to talk about different accidents and health problems.Teaching Difficult Points Learn to give some

53、right advice according to different accidents and put them in order.Teaching Methods The activity teaching method, the cooperative learning method, and the situational teaching method.Teaching Aids The pictures about health problem; PPT.Teaching Procedures Step 1 Warming-up, Self Check (about 5 minu

54、tes) Greet the class as usual, then have students play guessing game.T: (Ask one student to choose a card of illness and do an action, then asks) Whats the matter with him/her?The other students guess according to the actioin.T: Whats the matter with him/ her?S2: Did you have a toothache?S1: No, I d

55、idnt.S3: Did you have a headache?S1: Yes, I did.Show a picture of the body. Ask students to say each part of the body.T: (Touches his own head and says) I have a headache, then write “headache” next to the head. Then point to the teeth and asks: Whats the matter with his teeth? Help students to answer: Oh, His tooth has a hole. He has a toothache. Then have students to finish Self Check 1 alone.Check the answers and have them say more health problems. Step 2 Self Check 3 (about 5 minutes) T: Wh