河北省邯郸市肥乡县八年级英语下册 Unit 1 What’s the matter教案（打包5套）（新版）人教新目标版.zip

1What’s the matter课题 Unit 1 What’s the matter? Section A 1a – 2d 课型 新授课教学目标1. 语言知识和能力目标：1) 能够正确使用下列词汇，如：matter, back, throat, sore, stomachache, foot, neck, stomach, fever, cough, X-ray, hurt 等。能够正确使用下列常用表达，如：have a stomachache, have a cold, lie down, take one’s temperature, have a fever, go to a doctor, anyone, on vacation等2) 能够简单谈论健康问题与事故，能够正确使用询问健康的句型结构，3) 能够正确使用情态动词 should提出恰当的建议2. 情感态度价值观目标：通过开展扮演病人等活动，培养学生关心他人身体健康的品质。重点1) 能够正确使用询问健康的句型结构，如：A: What’s the matter with Ben? B: He hurt himself. He has a very sore throat.2) 能够认读词汇 sore, have难点 have表达患病的几种方式； should need 提出的建议教学用具 录音机，多媒体教学环节 说 明 二次备课复习 复习身体部位的单词新课导入 课 程 讲 授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 Work on Section A 1a读图，了解对话情景 —— 地点和谈论的话题First, look at me(用手指头、鼻子、耳朵、眼睛、手、脚)and ask “What’s this?” and help Ss to answer: head / nose / ear / eye / hand / foot.Then look at the picture and read answer|: What are they? (a - m)(hand等单词逐一显示.)OK. Answer my questions.(点击图片 a) What is this?Ss: It’s a hand. 理解读出身体部位的单词4Please open your books and turn to page 1. Look at 1a. Read the words.Match the activities with the pictures in the picture. Fill in the letters a to m in their right places.Now, let’s check.核对 1a任务的答案，学生进行自我评价(电子书可随机做出评价)并板书学生生疏的人体部位词汇，教授这些新词语。Step 3 Presentation：1. In our daily life, we often meet some problems(问题).What’s her problem?2. What’s the matter?I have a cold.The first way of having a problem. “患病”的三种表达方式一:1. I have a +疾病．I have a headache.The second way of having a problem. “患病“的三种表达方式之二:2. I have a +部位+ache.What’s the matter?The third way of having a problem. “患病”的三种表达方式之三:3. I have a sore + 部位．Step 4 Finish 1b引导观察主题图中的人物，利用问题与学生进行初步交流，为听力做好铺垫· How many people can you see in the picture?· How many students do you think are not feeling well?· How many of them are boys and how many are girls?· What are their names? And how do you get theirnames?结合主题图口头叙述五位学生的不适，可在一定程度上减轻学生的听力压力Now let’s look at the picture once again. We know Sarah has a cold. And a boy has a stomachache. Maybe this boy is David, or maybe this boy is Ben. For the other two girls, one has a bad toothache, and one has a very sore throat. But who has a stomachache? Who has a sore back? Who has a bad toothache? And who has a very sore throat? Let’s listen and find out the answer.Let’s read the names. 教师帮助纠正发音。听辨对话，感受目标语Listen and number the people in the picture. 核对答案。Step 5 Pair work 1c .Work in pairs and act out .4组织 Pair-work，学生扮演角色模仿编造会话Now work in pairs in 1c.教师巡视指导，可视时间情况适当安排若干学生进行示范。Step 6 Work on 2a. 观察图片，预测所绘人物的疾病及不适，为听力活动进行预期准备。Let’s look at the pictures and guess what the matter is.She has a sore throat. (P1) He has a toothache. (P2)Ask the Ss to talk and discuss.播放录音，完成 2a。Check the answers. T: What should this person do?引导学生朗读 2b活动右栏的 5条建议，纠正学生读音，对学生自己提出的合乎情理的独特见解表示赞许及肯定，为 2b听力活动作铺垫。Step 7 Work on 2b. Listen again . Match the problems with the advice. Play the tape for the Ss. For the first time, let them do it by themselves. Then play it again and check the answer.Then the teacher summarize the advice using the structure with the students:When you have a_________ , you should __________.Step 8 Work on 2c. Pair work.仿照 2c示范开展口语对话活动。T: What’s the matter?B: My head is very hot.T: Maybe you have a fever.B: What should I do?T: You should take your temperature.Work in pairs. 教师巡视指导、评价，并让几组展示。Step 9 Work on 2d Role-play the conversation全班分作 Mandy和 Lisa两人，集体齐读对话，熟悉对话。First boys read Mandy and girls read Lisa. Then change their roles to read the conversations.熟悉对话内容。Step 10 Explanation1. What’s the matter? 你哪里不舒服？（你怎么了？）matter n. 问题，麻烦，事件通常与介词 with连用。What's the matter with him? 他怎么了？这个句型可以与下面这两个句子互换：What's wrong with him?What's the trouble with him?wrong是形容词, 前面没有 the; matter和 trouble都是名词, 前面应有 the, trouble前还可以用形容词性的物主代词。What’s your trouble, young man? 年轻人, 你怎么了？42. have a sore back 腰痛（1）have vt. 患（得）病（不用于进行时态）He had a bad cold last week.他上周患了重感冒。一般情况下用“have＋a＋n.” 表示患了某种疾病。I have a headache. 我头疼。I have a stomachache. 我肚子疼。I have a sore throat. 我喉咙发炎。I have a fever. 我发烧。…（2）sore“痛，疼” ，通常指 因发炎引起的肌肉疼，在表示身体的某部位疼痛时，常置于部位名词前。ache 常指持续性的疼痛，它常与身体部位的名词构成复合词，如：headache 头痛 backache 背疼3. I have a cold.我感冒了。cold在这里是名词，意为“感冒” 。患感冒：have a cold, catch (a) cold, get a cold.cold还可用作形容词, 意为“冷的, 寒冷的” 。It’s so cold today that I have a cold. 今天太冷了, 我都感冒了。第一个 cold是形容词，第二个 cold是名词。小结作业布置1．假设你的朋友及家长生病或受伤，询问他们哪里不舒服并给予适当的建议(至少三位朋友或家长)。2．跟录音朗读 2d对话并模仿编造对话板书设计Unit 1 What’s the matter?Section A 1a – 2dWhat’s the matter?I have a cold.I have a stomachache.I have a sore throatWhat should I do? You should take your temperature.课后反思1What’s the matter课题 Unit 1 What’s the matter?Section A 3a – 3c 课型 新授课教学目标1. 学会如何谈论健康问题；掌握如何给出合适的建议。2. 使学生能够理解关于事故的短文；能运用本课时的语言点来练习读和写。3. 教育学生关爱和帮助处于困境中的人们。重点 能读懂教材上 3a 的短文内容。并能根据短文内容猜测短文的来源。难点 能正确运用一般过去时来描述过去发生的事情。教学用具 录音机，多媒体教学环节 说 明 二次备课复习 What’s the matter with him?He has a sore throat.新课导入 课 程 讲 授Step 1 Leading in Pair work：What’s the matter with him?He has a sore throat.What’s the matter with him?He has a sore back.What’s the matter with him?He has a stomachache.What’s the matter with her?She has a headache.……Step 2 Presentation:Look at the picture. Discuss what happened and then what we should do.Teacher: What happened in the picture.Students:Teacher: What should we do to help them?Students:Teacher: Did the bus driver help them?Students:Step 3 Reading 3a 快速浏览课文，完成 3a 活动，讨论观点和依据Please read the passage and answer the questions. 1．Do you think it comes from a newspaper or a book?2．How do you know?3(通过学生的回答情况，了解他们对短文的掌握情况，纠正发音。)细读课文，在时间轴上按顺序填出相关的情节Read 3a again carefully and write down the things that happened at the time.提醒学生用过去式在时间轴四个部分的上方写出。First discuss in groups. And then check the answers.Step 4 Work on 3b 细读课文，按照 3b 活动要求进行判断。Let’s read 3a again carefully and check the things that happened in the story.Help the students find the key words and understand the sentences and passage.Check the answers.查漏补缺，解决学生存在的疑难问题Do you have any questions? Let’s discuss. For example, stopped the bus without thinking.Step 5 Speaking 3c 学生结伴讨论，所列问题展开问答，深入理解语篇Let’s discuss the questions in pairs. At the same time write down your answers.教师巡视反馈。讨论结束后进行点评，并安排班级学生听取讨论中优秀同学的发言(发言者可由教师确定或自愿相结合)。Step 6 Language points:1. when the driver saw an old man lying on the side of the road.这时司机看到一位老人正躺在路边。 你能看 出“看到某人正在做某事”的句型吗?see sb. do sth. 看见某人做过某事e.g. I often see him draw a picture.2. The bus driver, 24-year-old Wang Ping, stopped the bus without thinking twice.3. He only thought about saving a life.你能看出“without thinking”、“about saving a life” 的共同点吗?共同点：介词 + doing4. But to his surprise, they all agreed to go with him.to one’s surprise 使惊讶的是，出乎意料e.g. To their surprise, all the students pass the exam.5. . because they don’t want any trouble, .当 trouble 意为“困难；麻烦”时，是不可数名词。如： I’m sorry to give you so much trouble. be in trouble 意为“有困难；陷入困境”。如: He always asks me for help when he is in trouble.(2) get sb. into trouble 意为“使某人陷入困境”。如: If you come, you may get me into trouble.(3) 主语 + have / has trouble (in) doing sth. 意为“某人在做3某事方面有困难”。如:I have some trouble (in) reading the letter.当 trouble 意为“麻烦事；烦心事”时，是可数名词。如：She was on the phone for an hour telling me her troubles. 6. …needed to go the hospital right away.right away 意为“立刻；马上”，和 in a minute 意思相近。例如：I’ll be there right away / in a minute.另外，ri ght now 和 at once 也可表示“立刻; 马上”的意思。小结作业布置1. Try to find out the English words for other parts of the body.2. Make a role-play with your partner to practice the article in 3a.板书设计Unit 1 What’s the matter?to one’s surpriseget sb. into trouble课后反思1What’s the matter课题 Unit 1 What’s the matter?Grammar Focus-4c 课型 新授课教学目标1. 复习一些表示人体部份的单词以及关 于身体某部位不舒服的短语；复习情态动词should 的用法。2. 能够用英语询问某人的身体状况以及关于他人是否遇到麻烦。3. 培养学生关心他人的情感 。重点 熟练运用“What’s the matter? I have a cold/fever/headache… You should/shouldn’t…”等句型。难点 能根据具体问题用 should/shouldn’t 给出合理建议。能运用句型“Do/Did you…?”来猜测别人出现的问题。 。教学用具 录音机，多媒体教学环节 说 明 二次备课复习 What is the matter ？新课导入 课 程 讲 授Step 11.一位同学问“What’s the matter?” 其他同学分别做出发烧、感冒、头痛、牙痛、胃痛、喉咙痛等动作,并回答“I have a fever/cold/headache/toothache/stomachache/ sore throat.”2.一位同学问“(学生名字) has a fever/cold/headache/toothache/stomachache/ sore throat. What should he/she do?”其他 同学用“He/ She should/shouldn’t.”分别给出建议。3.浏览教材上 Grammar Focus 中 的内容。4.两人一组就表格中的句子进行问答练习Step 21.浏览教材上 4a 中的三个对话并用适当的单词填空。完成后,小组内核对并讨论答案。2.两人一组练习这三组对话Step31.阅读教材上 4b 中左边所列的健康问题,然后在右边圈出最佳建议。2.在所给建议下分别添加自己的一个或几个建议。3.小组内各自展示自己的建议,并讨论谁的建议最好。Step 4完成任务所需的语言结构:has/ have (a). I think he/she/they should/shouldn’t.1.假设小组内一个同学出现了健康问题,其他同学猜他/她出现的问题并给出建议。完成任务所需的语言结构:2A:What’s the matter? Did you hurt yourself when you played soccer?B:No, I didn’t.C:Did you fall down?B:Yes, I did.D:You should go home and have a rest. .2.根据问答内容,填写下面的表格。Name Problem AdviceLiu Peng fall down go home and restJenny cut herself.herself 为反身代词,意为“她自己” 。反身代词是表示反射或强调的代词。由第一人称、第二人称形容词性物主代词或第三人称代词宾格形式,词尾加-self 或-selves 组成。反身代词可以译为“本人;本身”,为加强语气,也常译为“亲自;自己” 。详见下表:数/人称 第一人称 第二人称 第三人称单数 myself ourself himself/herself/itself复数 ourselves yourselves themselves反身代词在句中可作宾语、主语或宾语的同位语、表语。例如:The child can dress himself. (作宾语)Mr. Black himself is a doctor. (作主语的同位语)You’d better ask Mary herself. (作宾语的同位语)Just be yourself. (作表语) 反身代词的常用词组:teach oneself (自学), learn by oneself(自学), enjoy oneself (过得愉快), hurt oneself (受伤), help oneself to (随便吃/用), by oneself (独自)小结做一做:按要求完成下列各题。一、用单词的适当形式填空。1.Can your little brother look after (he)? 2.The children made model planes (they). 二、单项选择。( )—I will have a tennis game tomorrow. I’m a little bit nervous.—Believe in . You’re the best in our club. A.herself B.myself C.yourself D.himself作业布置选一选1.The doctor asked me to get (a; an) X-ray. 2.Sam (have; has) a sore back. 3.The girl fell down and hurt (her; herself). 4.—What’s the matter (with; for) Lucy? —She has a cough.5.He should (lie; lies) down to have a good rest. 3板书设计课后反思1What’s the matter课题 Unit 1 What’s the matter? Section B (1a—1d) 课型 新授课教学目标1. 能掌握以下单词和词组的用法：bandage, sick, knee, nosebleed, cut one’s knee, hurt one’s back, feel sick。2. 提高学生听的能力以及口语交际能力。3. 引导学生正确面对生活中遇到的困难，爱惜身体，坚持锻炼重点难点1.能根据不同的生活意外说出正确的处理意见。2.能用一般过去时描述过去的 动作或状态。3.能正确运用反身代词。教学用具 录音机，多媒体教学环节 说 明 二次备课复习新课导入 课 程 讲 授Step 1 1.浏览教材上 1a 中的三幅图, 了解分别发生了什么意外情况。并把所给出的三个解 决办法进行排序。2.两人一组就三幅图的内容进行问答练习。例如:A:What should you do if you fall down?B:I should go to the hospital/ get an X-ray/ rest for a few days.Step 21.快速浏览教材上 1b 中的六个句子。2.听录音,在听到的问题后打勾“√” 。3.小组内核对答案,必要时可再听一遍录音。1.快速浏览教材上 1c 中 的六条处理办法。2.听两遍录音,在教材上 1b 的问题后分别填上代表处理办法的字母。3.小组核对并讨论答案。Step 31.仿照下面的对话,分角色表演对话。注意用上教材上 1b 和 1c 中的信息。A:Who came to your office today?B:First, a boy came in. He hurt himself in P.E. class.A:What happened?B:.2.请几组同学到讲台上表演对话。比一比 ,看哪个小组表演得最好!2Step 4●Rest for a few days.a few 意为“一些”,后接可数名词复数,表示肯定;而 a little 也可意为“一些”, 表示肯定,但后接不可数名词。例如:I have a few friends here. 在这里我有一些朋友。There is a little milk in the glass. 玻璃杯里有点牛奶。few 意为“很少;几乎没有”, 接可数名词复数,表示否定;little意为“少的”,后接不可数名词,也表否定。例如:The question is so hard that few students can answer it. 这个问题太难了,没几个学生能回答它。Kate is from Canada, so she can speak little Chinese. 凯特来自加拿大,因此她几乎不会说汉语。小结1.Put some (药) on it if you cut yourself. 2.There are some newspapers on his (膝盖). 3.Don’t (打) the baby on his head. It’s dangerous. 4.Helen fell down and (受伤 ) herself yesterday. 5.Did you take your (温度), Linda? 作业布置在日常生活中,你会出现哪些意外?把它们写出来。例如:cut a finger板书设计课后反思1What’s the matter课题 Unit 1 What’s the matter? Section B (2a—3b) 适应于”,后面可接名词、代词或动名词。例如:I am used to the weather here. 我适应这里的天气了。My parents are used to having a walk after dinner. 我父母习惯于晚饭后散散步。而 used to意为“过去常常”,后接动词原形。例如:Tom used to get up late, but now he gets up early. 汤姆过去起得晚,但现在起早了。●Then, with his left arm, he bandaged himself so that he would not lose too much blood.so that 意为“以便”,常用来表示目的。例如:Mr. Wang often does sports in the morning so that he keeps healthy.王先生经常在早晨锻炼,以便保持健康。so.that. 意 为“太 ……以至于……”,that 引导结果状语从句。例如:Lucy was so careless that she didn’t pass the exam 露西太粗心了,以至于 她考试没及格。小结通过开 展扮演病人等活动，培养学生关心他人身体健康的品质。通过本课的阅读，培养学生处理紧急事件的基本能力，树立紧急事件时互相帮助的精神。作业布置1.你习惯这里的食物吗?you the food here? 2.我 爸爸过去是一位医生。My father be a doctor. 3.她习惯于在课堂上说英语。She English in class. 4.这位老人过去住在农村。The old man live in the countryside. 5.格林先生过去开车去上班,现在他习惯于骑自行车去。Mr. Green his car to work, but now he a bike instead. 板书设计3课后反思