Unit 1 What’s the matter教案23
unit-1-what's-the-matter-教案
unit-1-what's-the-matter-教案(jiào àn)unit-1-what's-the-matter-教案(jiào àn)Unit 1 What’s the matter?教材(jiàocái)解读Go for it! 是以任务型语言教学(jiāo xué)为基础的英语教材,它体现(tǐxiàn)“以学生(xué sheng)为中心”和“以人为本”的教学思想,融话题、交际功能和语言结构于一体。
本书每个单元都列出明确(míngquè)的语言目标、主要的功能项目和语法结构、需要掌握的基本词汇,并分为Section A和Section B两部分。
Section A为目标句型提供分步事例和指导性练习;Section B使学生能够对已经学过的目标句型运用自如。
每个单元还附有Self Check部分,此部分是让学生用来测试自己现阶段的英语水平,即对本单元的语言目标的掌握程度有较为明确的认识。
第1单元(dānyuán)以What’s the matter?为中心话题(huàtí),让学生认知表示身体部1位的单词以及部分疾病的表达方法,描述身体不适和提出建议展开,学习和运用“What’s the matter?”和“What should…do?”让学生学会描述身体的不适和提出建议。
本课教材内容与学生的实际生活密切相关,易于引出学生运用简单的英语进行交际和交流,在学习活动(huó dòng)中,学生通过交换对身体不适的描述及建议,促进学生之间和师生之间的情感交流,增进情谊。
同时,在学习中养成良好的健康习惯。
单元(dānyuán)目标一、知识(zhī shi)与技能1. 知识目标:认知表示身体部位的单词以及部分疾病的表达方法。
人教版八年级下册英语教案(全册)
人教版八年级下册英语教案(全册)Unit1What’s the matter?Section A◆教材分析本单元的主题是有关于身体健康。
这个话题是关乎我们每天的日常生活,所以有必要让学生了解相关的知识。
学生将会学会如何谈论他们的健康问题以及如何给予他人建议。
◆教学目标【知识目标】描述健康问题以及如何根据别人的健康问题提建议【能力目标】1.听懂谈论健康问题的对话材料2.能根据别人的健康问题提建议3.能写出重点单词和重点句型4.能描述怎样对待健康问题。
【情感目标】通过本课的阅读,培养学生关心他人身体健康的品质,并培养学生处理紧急事件的基本能力,树立在紧急事件时互相帮助的精神.◆教学重难点◆【教学重点】1、词汇:have a stomachache,have a cold,lie down,take one's temperature,go to a doctor,get off;to one's surprise,2、句型:1.——What's the matter?——I have a stomachache.You shouldn't eat so much next time.2.——What's the matter with Ben?——He hurt himself.He has a sore back.——He should lie down and rest.【教学难点】掌握情态动词should shouldn't.的用法;学习have的用法◆课前准备◆Multimedia,group work,cooperative discussion.◆教学过程Step1.Warm up1.Look at the picture and learn the parts of the body.2.New words and phrases.Step2Presentation1.1aLook at the picture.Write the correct letter[a-m]for each part of the body.Then check the answers.2.1bFirst,lead Ss to read the five names.Then look at the picture.Number the names1-5.’sFinally, check the answers.3. 1cDivide two Ss into a pair to make conversations. Finally, invite several pairs to act outfor the class.Step 3 Practice1. 2aTell Ss there are five conversations. In each conversation the person says what goingon with them. Listen carefully and number the pictures.Play the tape. Then check the answers.2. 2bAsk Ss to listen to the recording again to match the problems with the advice.Play the recording again. Then check the answers.3. 2cAsk Ss to make conversations using the information in 2a and2b. Give them enoughtime to do this task. Later , invite several pairs to present their conversations to theclass.Step 4 Consolidation1. 2dFirst, ask Ss to have a fast reading of the conversation to get the main idea.Then, lead Ss to read the conversation sentence by sentence, explain some languagepoints.Finally, divide Ss into pairs to practice role-playing the conversation.2. 3aFirst, read the passage quickly and answer the question.Then,lead Ss to read the passage and analyse the key points.Finally,read together.3.3bRead the passage again and check the things that happened in the story3cDiscuss the questions with a partner.4.Grammar focusFirst,lead Ss to read the sentences.Then,prompt Ss to analyse the use of model verb should.After that,explain the grammar together.5.4aAsk Ss to fill in the blanks.Then,invite some Ss to present their answers.6.4bAsk Ss to circle the best advice for these health problems,then add their own advice.After that,invite some Ss to present their advice.7.4cOne student mimes a problem.The other students in your group guess the problem and give advice.Step5Language pointsStep6HomeworkMake a conversation about health problems and giving advice.Unit1What’s the matter?Section B◆教材分析本单元的主题是有关于身体健康。
Unit 1 What's the matter?全单元教案
Unit 1 What is the matter?Period 1 Section A (1a-2d)一、教学目标:1. 语言知识目标1) 能掌握以下单词以及短语:matter, sore, have a cold, foot, neck, stomach,throat, fever, lie,lie down, rest, cough, toothache, headache, break, hurt, enough water, takebreaks away from, all weekend, take one’s temperature, in the same way,go to a doctor, see a dentist, get an X-ray, cut oneself.2) 能熟悉以下句型:What’s the matter with…?”“What should I/ you/ he/ she/they… do?”“I/ you/ he/ she/they should do…”2. 情感态度价值观目标:教会学生关心他人,培养同学间团结、友善的精神。
二、教学重难点1. 教学重点:掌握相关的单词和词组,并能够灵活运用。
会使用以下句型:“What’s the matter with…?”“What should I/ you/ he/ she/they…do?”“I/ you/ he/ she/they should do…”2. 教学难点:学生对听力材料中新句型、新词组的理解。
三、教学过程Step1 Greet the whole class as usual.T: What’s the date today?/ What day is it today?/ How’s the weather?/ How was your weekend?/What do you usually do on weekends?/ Do you like exercising?/ How often do you exercise?/ That’s great! To do exercise can keep us healthy, but if we don’t pay attention to our health, there will be something wrong with our body. Now , look at these people.Learn some new words.Step2 引入一般过去时,对上学期所学知识进行复习。
人教版八年级英语下册Unit1What’sthematter(16课时)教学设计
2.增强学生的健康意识,使其认识到健康的重要性,养成良好的生活习惯。
3.培养学生积极向上的心态,面对困难和挫折时,能够保持乐观,寻求帮助。
4.通过学习英语,拓宽学生的国际视野,使其了解并尊重不同文化背景下的健康观念。
5.鼓励学生参与课堂活动,增强自信心,培养合作精神。
3.加强词汇教学,通过游戏、竞赛等形式,帮助学生记忆和巩固词汇。
4.设计多样化的听力练习,提高学生的听力水平,培养其英语语感。
5.关注学生的情感态度,引导他们正确面对健康问题,培养积极的心态。
三、教学重难点和教学设想
(一)教学重难点
1.词汇和短语:本章节的重点词汇和短语涉及描述健康问题的各个方面,如身体部位、症状等。这些词汇和短语的掌握对于学生能够流畅地表达和交流至关重要。
3.听力训练:利用课外时间,观看英语原声视频,如健康主题的TED演讲或医生与患者的对话,提高听力水平,并记录下新学到的表达方式。
4.口语作业:与同学组成小组,进行角色扮演,录制一段关于健康问题的对话视频,要求每个成员都有发言机会,并在视频中加入适当的身体语言。
5.写作练习:写一篇关于“如何保持健康生活方式”的短文,至少80词,使用本节课学习的词汇和句型,表达个人观点。
3.学生分享:鼓励学生分享自己在生活中遇到的健康问题及解决方法,激发学生兴趣,为新课学习做好铺垫。
(二)讲授新知
1.教学内容:教师针对本节课的重点词汇、短语和句型进行讲解,如:“What’s the matter?” “I have a toothache/too much homework.” “You should/need to…”等。
unit 1 what's the matter教案
Unit 1 What' the matter?Section A 第1课时(1a〜2d)1.基于课程标准的评价:能根据听到的词句识别或指认图片或实物;能根据录音模仿说话;能认读所学单词。
2.教材分析:本课时共有七个部分。
1a是看图识单词;1b、2a、2b 是听力部分;1c、2c是编对话;2d是分角色朗读。
3.学情分析:加强学生基础知识的掌握,对知识的延伸与拓展需深入了解,特别是对各知识的融会贯通,灵活理解与运用。
一、教学目标:1、Learn to describe and talk about the health problems and accidents. Learn to give others some right advice according to their problems.2、students can talk about health problems and give advice with the language points.二、评价任务:任务:1:通过看图认单词能够让学生了解关于健康问题的单词或句子。
任务2:通过听力训练能够让学生对于健康问题的提出建议并进行交谈。
三、教学步骤:Step 1情景导入T:(Show some pictures) What’s the matter with them?环节说明:由图片入手,图文并茂,引起学生的学习兴趣,也检查学生的预习情况。
Step 2 完成教材1a—1c的任务1. 学生朗读la中的单词,教师纠正错误读音,然后学生识记单词并将单词和身体部位匹配。
2. 让学生仔细观察la图片中的人物,然后认真听录音,完成课本上lb的听力任务并跟读。
3. 结对练习lc中的对话,并请一些学生表演他们的对话。
环节说明:听说结合,向学生传达语言目标,通过结对对话练习,使语言目标得以强化。
Step 3 完成教材2a—2d的任务1. 认真观察2a图片,按听到的对话顺序给图片标号,集体核对答案。
What's the matter?教学设计
人教版初中英语八年级下册Unit 1 What’s the matter?微课教学设计(左雨潇)教学过程内容画面时间一、导入Step 1 Warming upand new words1.Watch a video andlearn some parts ofthe body.2. Look at a boy andpoint out other partsof the body.1分50秒二、正课Step 2 Presentation1.Play a game tomemorize the words.Look at the form, thenfill in the blanks.1分钟2.Look at somepictures and learn thewords of disease.3.MakeconversationsA:what’s the matter?/what’s wrong?B:I have.../I get hurt.1分20秒三、练习Step 3 Consolidationnguage points2.Summary3.practice2分25秒四、结尾Step4 Extension1.Learn to prevent thecoronavirus fromdeveloping.20秒2.Play a video andgive studentsconfidence to win thewar(coronavirus).3.Homework 40秒教学反思我对此次微课进行了充分的设计,从词汇到短语再到对话,由浅入深,层层递进。
中间设计了对知识点的总结和整堂课的总结,穿插了小游戏和相应的练习旨在让学生对所学知识有所巩固。
本堂课也有许多不足之处,在引课和词汇教授的环节花费时间过长,对八年级学生来说有些单词在过去已经学习过,因此可以减少教授单词的时间,将更多的时间用于后面的习题部分,让学生对于所学的知识能够有更加清晰的记忆。
新目标 8B unit 1 What's the matter 全单元教案
Unit 1 What’s the matter?Period 1 Section A (1a-2c)Before class: Listen to an English song.Step 1 Warming-up and check what students have learned before class.1. Greet.T: This song is about our bodies. This class , we’ll talk about something about our bodies— unit 1 together, go. Unit 1 What’s the matter?2. We have learned the words before class.Present a picture of a girl . Look at the girl. How many...Now, all the No. 3 and No. 4 stand up ,say the words one by one .You can get two marks for each word.4. Work on Section A 1a students say one by one.Look at 1a. Before class, have you finished1a? Let’s say the answers like this.T:Good job. You are very careful.Step 2 Presentation .1. Just now , we know the words about our bodies . Butsometimes our body may get ill. How do we ask and answer about illness?Let’s watch a video. Follow it and do some actions.From the video. We know we can ask ‚what’s the matter with you?‛and you can answer ‚I have a ...‛.2.T: We also know some illnesses. Here are the new wordsabout the illnesses. Let’s learn in group.A.Demonstrate :No 1 read the sentences one by one. The others follow him/ her. When youread ,please do some actions like me.Let me see which group read best and act best.B. Study in groups.C. Find the rules.D. Group report. Stop studying, look at these words , what can you find?You are good at thinking.Step 3 Guessing game:Have you remember the words? Let’s play a guessing game. No 6 come here.quickly. You each act an action. (边说边发纸条)Each group have chances toguess the illness. The others answer like this: ‚He /She has a...‛Step 4 Work on 1b.1. T: Now, you know some illnesses . Look at thepicture .These students ger ill. Show the pictures one by one and ask.What are their names? Let’s do 1b.How do we do it? For example, we’ll hear Sarah has a cold, and No 1 has a cold , so write 1 behind Sarah. What about 2, 3, 4 and 5? When you hear the illnesses , write their numbers behind the names.2. Listen.3. Check the answers.Step 5 Group work.1. T: Why do they get ill? Look at the chart, match the reasons with the illnesses.2. Check the answers.3. Demonstrate .Look at the chart. Let’s talk about their illnesses in pairs. Here is the example.Boys ask , girls answer.4. Look at the chart and make more similar conversations.When you talk , please talk loudly, correctly and politely, please do some actions and usethe nice intonations.5. Let students show their conversations.Step 6 Work on 2a and 2b.1. T: David has a stomachache, what should he do?Show the pictures ,ask and answer. 板书 What should …do? …should….T: Your advice is very useful. Let’s learn more advice from 2a and 2b.2. Listen, finish 2a. What’s the matter with the people? What advice do they get?3. First , guess the answers to 2b. Then listen and check the answers.OK, you have good listening skills.Step 7 Group work.The advice for illness is very useful . It can help us take good care of ourselves and others.T: If some students are ill, will you give some advice and help them? let’s act andmake conversations. Let me see who is the kind person? How do we talk?Look at the example.2. Show the example.When you talk , please talk loudly, correctly and politely, please do some actions and usethe nice intonations.3. Students work.4. Let students show their conversations.Step 8 Summarize and homework:1. Summarize.2.Homework.Period 2 Section A 2d,GrammarKnowledge aims:1. The students will be able to learn the words and phrases: take breaks, hurt,2.Summarize the grammar and practice them.3. Target Language:①What’s the matter with Ben? –He hurt himself./ He hasa sore back.②-Do you have a fever? -Yes, I do./ No, I don’t.③-Does he have a toothache? -Yes, he does.④You shouldn’t eat so much next time.⑤What should she do?⑥She should take her temperature.⑦-Should I put some medicine on it? -Yes, you should. / No, you shouldn’t.Structure: ①‚should/ shouldn’t + verb‛ for suggestion ②Reflexive pronouns.Ability Object:1.Enable students to talk more about health.2.Learn to give others some advice according to their matters.3.Enable the students to do things using the target language and the grammar.Emotion Object:1.Learn to live in a healthy way.2. Learn to take care of others and themselves. Teaching Key Points:1. How to teach the Ss to learn the names of the illness:toothache, fever and headache.2. How to give others some advice according to their matters.3. The grammar.Teaching Difficult Points:1.How to give advice using should.2. Use the grammar to do things.Teaching Procedures:Step 1 Review.1. Free-talk. What ‘s the weather like today? If you don’t wear warm clothes, what will happen?2.Show the pictures and say.He / She has_______________. He /She should___________. Step 2 Work on 2d.1. Game.Do in the same way2. Listen to the conversation and answer my questions .1). What's the matter with Lisa?2). What did Lisa do on the weekend?3). What should Lisa do ?3. Role-play the conversation.First, have students to role-play the conversation in 2d in groups and choose the best.Step 3 Group work.1. Give more examples. Have students read the conversationin 4c.2. and then ask them to work in groups. One student mimesa problem. The other students in his/ her group guess theproblem and give their advice.Step 4 Grammar Focus .Have students to read and remember the sentences of Grammar Focus by themselves, and then have them work in groups to sum up how to talk about health problems and give right advice.Step5 Work on 4a.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 conversation in pairs. Step 6 Work on 4b.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 7 Summary.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 .Have students make up conversations to talk about sb.’shealth problems and give them some advice.Period 3 Section A 3aKnowledge aims:The students will be able to learn the words and phrases: passenger, get off, to one’s surprise, onto, trouble, hit, right away, get into.2.The students will be able to use the expressions:The driver didn’t think about thinking about himself. He only thought about saving a life.Ability aims:The students can understand the passage.2.To train the students’ cooperation with their partners. Emotional aims:To train the students to care about others and help others who are on trouble..Teaching important points:The students can understand the passage and use the useful expressions freely.Teaching difficult points:The students can learn from the drivers and do as the driverdoes if possible.Teaching procedures:Step 1 Warming-up and lead-in.1. Watch a video.2. What is the short sketch about?3. Look at the picture. What can you see? Can you guess what is happening?Step 2 Preparing reading.1. Guess the main idea.What is this passage mainly about?Strategy : The title and pictures can be helpful to understand the text.Title may be the main meaning of the article.2. Read the passage. Do you think it comes from a newspaper or a book?Step 3 While-reading.1.Find the topic sentence(中心句) of each paragraph.1). At 9:00 a.m. yesterday, bus No. 26 was going alongZhanghua Road when the driver saw an old man lying on the side of the road.2). Some passengers helped Mr. Wang to move the man onto the bus.3). Thanks to Mr. Wang and the passengers, the doctors saved the man in time.2. Which sentences touched you? Read them in the way that you like.Step 4 Post-reading.1. Praise the persons.What a great person the driver was!He stopped the bus without thinking twice, when he saw an old man lying on the side of the road.What _______ the _____ was/were!2. Work on 3bAfter checking the answers, have Ss scan the passage and check (√) the things that happened in the story.3. Work on 3c.T: Ask the students to discuss the questions in pairs. Step5 Homework.1. If you are the driver, write a diary about what happenedyesterday.2. If you are the passenger, write a diary about whathappened yesterday.3. Act the story out in your group.4. Read some messages about good men.Period 4 Section B 1a-1dStep 1 Lead –in and learn the new words.It’s a beautiful song, I like it very much. Let’s learn the new words.1. Who can be the teacher? One student teach one word.2. Let’s sing and remember the new words.The teacher teaches to sing, ask some group to sing. Finally sing together.(可以课前教唱,。
(完整版)英语人教版八年级下册What-is-the-matter教案
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教案
Unit 1 What’s the matter?Ⅰ.Teaching Aims and Demands1.Knowledge Objects(1)Key V ocabularyclean up, hunger, homeless, cheer up, give out, volunteer, food, bank(2)Target Languagehave for talking about health problemsWhat’s the matter?I have a headache.Y ou should drink some tea. That sounds like a good idea.I have a sore back. That’s too bad.I hope you feel better soon.2.Ability Objects(1)Train the students to express offering to help with the target language.(2)Train the studen ts’ listening skill.3.Moral Object Offer help to the others as much as possible.Ⅱ.Teaching Key Points1.Key V ocabularyclean up, hunger, homeless, cheer up, give up2.Target LanguageHow to express offering to help with target language.Ⅲ.Teaching Difficult Points1.Teach the students how to talk about health problems and accidents 2.Teach the students to give advice.3.Modal should/shouldn’tⅣ.Teaching Methods1.Teaching by giving sample sentences and making up sentences.2.Teaching by showing pictures.V. Learning strategies Using what you know, Inferring contentⅤI.Teaching Aids1.A tape recorder2.Some pictures on volunteer’s offering helpVI. Teaching times 10 periodsPeriod 1Step 1 Warming up by learning grammarTo begin wi th, go to page 8, and let’s learn to use have for talking about health problems and modal verbs should/shouldn’t.I have a headache. Y ou should go to bed.He has a stomachache. He shouldn’t eat anything.She has a toothache. She should see a dentist.Step 2 Now let’s read the words together.Keeping healthy is very important. So today we will talk about it. Let’s look at Unit 1 What’s the matter?1A Writing the lettersactivity individually.Let’s check the answer, please.Step 3 1b Listening and numberingCan you tell what part of the body doesn’t feel good? Now let’s learn the new words in the picture. Please read after me.Good. Let’s listen to the recording. There are conversations about each of these five students. Look at the picture and find the people that are being talked about. Listen to the tape and write the number next to them in the picture next to their names. The first one has been done for you.Let’s check the answers, please.Answers Nancy=3 Sarah=1 David=2 Ben=5 Judy=4Step 4 1c Doing pairworkCan you express what part of the body doesn’t feel good now? Work in pairs. Make your own conversations out of the picture on page 7. Then present your conversations to the whole class, using have for talking about health problems.A: What's the matter? B: I have a sore throat.Step 5 Summary A: What's the matter?B: I have a sore throat.Step 6 Homework Copy the new words and make some conversations with your partner.Prepare for a dictation.Step 7 Blackboard designPeriod 2Step Ⅰ Revision1.Revise the language points.A;What’s the matter? B;I have a headache 2. Have a dictation2. Have a dictation3.Check homework by asking some students to read their sentences they’ve made with the verbs.Let them hand in their homework.Step 2 2a Listening and matchingTaking care of your friends or family member is very important. Now please look at page 8, 2a. Read the eight items in this activity. When you read you must call attention to the meaning of the new words.Then listen to the recording. On this recording there are four different conversations. People are talking about health problems they have and are getting advice for them. Draw lines to match the problems with the advice.The first time, you only listen. The first one has been done for you. The boy has a toothache and the advice is to see a dentist.The second time, you draw lines to match the problems and the advice.Step 4 2b Listening and fillingStep 5 2c Doing pairworkNow let’s look at a conversation. Who wants to read it to the class? Y ou two, please.Step 6 Summary A: What's the matter?B: I have a sore throat.Step 7 Homework Copy the new words and make some conversations with your partner.Prepare for a dictation.Step 8 Blackboard designPeriod 3Step Ⅰ Revision1.Revise the language points.A; What’s the matter? B;I have a headache2. Have a dictation3.Check homework by asking some students to read their sentences they’ve made with the verbs.Let them hand in their homework.Step 2 learn the new wordsStudents spell the words first, Then read the words together.Get some students to read the words.Step 3 readingRead the passage. Do you think it comes from a newspaper or a book? How do you know? Read the passage and finish 3b and 3c in 15 minutes,True or fals1. The passenger saw an old man lying on the side of the road. ( T )2. The old man had a heart problem. ( F )3. Some passengers didn’t help Mr. Wang to move the man on the bus. ( T )4. At last, the doctors saved the man in time. ( F )5. One passenger says, “people often don’t want to get into trouble.” ( T )Read the passage and finish 3b and 3c in 15 minutes,3b Read the passage again and check (√) the things that happened in the story.1. __√_Wang Ping was the driver of bus No. 26 at 9:00 a.m. yesterday.2. ____ Bus No. 26 hit an old man on Zhonghua Road.3. __√The old man had a heart problem and needed to go to the hospital right away.4. ____ The passengers on the bus did not want to go to the hospital, so only Wang Pingwent with the woman and old man.5. _√_ Some passengers helped to get the old man onto the bus.6. ____ The old man got to the hospital in timeStep 4 SummaryWhat’s the matter? 的同义句:What's wrong (with you)?What's the trouble (with you)?What's up (with you)?Step 5 Homework Copy the new words and make some conversations with your partner.Prepare for a dictation.Step 6 Blackboard designPeriod 4Step ⅠRevision1.Revise the language points.A; What’s the matter? B;I have a headache2. Have a dictation3.Check homework by asking some students to read their sentences they’ve made with the verbs.Letthem hand in their homework.Step 2 learn the new wordsStudents spell the words first, Then read the words together.Get some students to read the words.Step 3 Grammar FocusRead the sentences情态动词shouldshould 应该, 应当①表示建议She is tired. She should go to bed early. 她很累, 应该早点上床睡觉。
Unit1What'sthematter人教版英语八年级下册教案
(3)时态运用:一般现在时和现在进行时在本章节的对话和描述中占有重要地位,教师需重点讲解并指导学生如何在询问和描述身体状况时正确运用这两种时态。
二、核心素养目标
《Unit 1 What's the matter》的教学旨在培养学生的英语学科核心素养,具体目标如下:
1.提升学生的语言能力,通过学习本章内容,使学生能够熟练运用英语询问和描述身体状况,表达关心与建议,提高实际生活中的交际能力;
2.增强学生的文化意识,了解和尊重不同文化背景下对待疾病和身体状况的态度及表达方式;
举例:
-当学生询问他人身体状况时,能使用"What's the matter?"这一核心句型;
-当描述自己或他人身体不适时,能运用"I have a stomachache."、"You have a fever."等句型;
-在给出建议时,可以使用"You should take some medicine."等短语。
四、教学流程
(一)导入新课(用时5分钟)
同学们,今天我们将要学习的是《Unit 1 What's the matter》这一章节。在开始之前,我想先问大家一个问题:“你们在日常生活中是否遇到过朋友或家人身体不适的情况?”比如,朋友突然说肚子疼,你会怎么关心和帮助他们呢?这个问题与我们将要学习的内容密切相关。通过这个问题,我希望能够引起大家的兴趣和好奇心,让我们一同探索如何用英语询问和描述身体状况。
人教版八年级英语下册Unit 1 What's the matter 教案
Unit 1What's the matter?Language Goals 【语言目标】Learn to talk about health problems and accidents and givesome advice.Knowledge Goals 【知识目标】Key Words matter,throat,foot,stomach,toothache,headache,passenger,herself,sick,knee,hurt,hit,ourselves, accident,situation,knife,blood,mean,importance,decision,control,spirit,death,nurseKey Phraseshave a stomachache,have a cold, lie down,take one's temperature,have a fever,go to a doctor,get off,to one's surprise,agree to, get into trouble,be used to,take a risk(take risks),run out,cut off,get out of,be in control of, keep on(doing sth.),give upKey Sentences1.What's the matter? I have a stomachache.2.What's the matter with Ben? He has a sore back.3.Do you have a fever? No,I don't. 4.What should I do? You should take your temperature. 5.Should I put some medicine on it? Yes,you should. 6.The driver saw an old man lying on the side of the road. 7.The bus driver stopped the bus without thinking twice. 8.Thanks to Mr.Wang and the passengers,the man wassaved by the doctors in time.9.Put a bandage on it.Key Grammar Describe health problems and give some advice.Ability Goals 【能力目标】1.Be able to describe health problems and give someadvice.2.Enable the students to write conversations about healthproblems or accidents.Moral Goals 【情感目标】1.Let the students know how to keep safe. 2.It is important for them to keep healthy every day.Teaching Time【课时】Five periodsPeriod 1 Section A(1a-2d)Period 2 Section A(3a-4c)Period 3 Section B(1a-1d)Period 4 Section B (2a-3b)Period 5 Self Check本单元教材以“What's the matter?”为中心话题,围绕着询问及描述“身体状况”进行学习和运用几个常见的句型:What's the matter? I have a stomachache./What's the matter with Ben? He has a sore back./Do you have a fever?No,I don't./What should I do? You should take your temperature./ Should I put some medicine on it? Yes,you should.等。
Unit1What'sthematter辅导教案
4.了解并运用一些健康建议的表达,如"You should take some medicine./You should rest.";
5.通过小组合作,进行角色扮演活动,提高学生的听说能力和实际交际能力。
本节课将以上述内容为核心,结合实际教学情况,设计一系列实用性强的教学活动,帮助学生更好地掌握本章节知识。
Unit 1 What's the matter辅导教案
一、教学内容
《Unit 1 What's the matter》为本章节教学内容,选自某英语教材八年级上册。内容主要包括:
1.掌握询问他人状况的句型,如"What's the matter?/What's wrong with you?"等;
2.学习描述身体不适的词汇,如"headache, stomachache, fever, cough"等;
四、教学流程
(一)导入新课(用时5分钟)
同学们,今天我们将要学习的是《Unit 1 What's the matter》这一章节。在开始之前,我想先问大家一个问题:“你们在日常生活中是否遇到过朋友或家人身体不适的情况?”(如头疼、肚子疼等)这个问题与我们将要学习的内容密切相关。通过这个问题,我希望能够引起大家的兴趣和好奇心,让我们一同探索如何用英语表达和关心他人健康状况的奥秘。
(4)实际交际能力:学生在面对真实情境时,可能无法将所学知识灵活运用,表现出紧张、语无伦次等现象。
举例:教师通过组织角色扮演活动,模拟真实场景,帮助学生提高在实际交际中的应对能力。
在教学过程中,教师应针对以上重点和难点内容,有针对性地进行讲解、举例和练习,确保学生能够透彻理解并掌握本章节的核心知识。同时,注重学生的个体差异,给予不同层次的学生适当的指导和帮助,提高教学效果。
(完整版)新人教版八年级下册英语全册教案
Unit 1 What’s the matter?一、教学目标:1。
语言知识目标:1) 能掌握以下单词:foot, knee, neck, stomach, throat。
2)能掌握以下句型What’s the matter? I have a headache. You should drink some tea。
That sounds a like a good idea。
I have a sore back。
二、教学重难点:1) Talk about your health。
2) Make suggestions.三、教学方法:Revision, Learning, Practice and Reading。
四、教学辅助:Tape—recorder and Lattern。
五、课时:Six periods六、教学过程:Period 1(Section A1a—2d)I。
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.V。
《U1 What’s the matter》教案 (省优获奖)
Unit 1 What’s the matter一、教学目标知识目标: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;Phrases: have a cold have a sore throat have a fever see a dentist Sentences: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.二、教学重、难点Talk about your health.and give advice.三.教学准备;设计身体部位的图片。
四.预习导航::1、听单词录音,熟记Section A的新单词,并制作单词图片。
2、完成1a,列出图中物品的英语单词,并识记新单词。
3、收集更多的身体部位和疾病的英语名称;穿射情景小品。
五、教学过程:1.介绍自己看病并向医生介绍病情的经历。
Unit1What'sthematter单元整体教案
2.引导与启发:在讨论过程中,我将作为一个引导者,帮助学生发现问题、分析问题并解决问题。我会提出一些开放性的问题来启发他们的思考。
3.成果分享:每个小组将选择一名代表来分享他们的讨论成果。这些成果将被记录在黑板上或投影仪上,以便全班都能看到。
Unit 1 What's the matter单元整体教案
一、教学内容
《Unit 1 What's the matter》单元整体教案,针对五年级英语课程,教学内容主要包括:
1.掌握与身体不适相关的词汇,如:headache, stomachache, toothache, fever, cough等;
(三)实践活动(用时10分钟)
1.分组讨论:学生们将分成若干小组,每组讨论一个与身体不适相关的实际问题。
2.角色扮演:为了加深理解,我们将进行角色扮演活动。这个活动将演示如何在实际情境中使用所学词汇和句型。
3.成果展示:每个小组将向全班展示他们的讨论成果和角色扮演的过程。
(四)学生小组讨论(用时10分钟)
(3)给出建议的表述:学生可能难以运用正确的语法结构给出建议,如:should, shouldn&(1)针对词汇教学难点,教师可以设计单词卡片、拼写游戏、词汇接龙等活动,帮助学生记忆。
(2)针对句型难点,教师可以设置不同场景,让学生进行角色扮演,增加实际运用机会。
(3)针对给出建议的难点,教师可以提供一些模板,引导学生进行模仿和替换练习,逐步提高学生运用语法结构的能力。
二、核心素养目标
《Unit 1 What's the matter》单元核心素养目标:
Unit 1 What's the matter 教案
Unit 1: What’s the matter?Section A (1a-2d)Teaching aims(教学目标)1.Talk about health, problems and accidents.2.Give advice.Language points(语言点)1.Words: parts of the body2.Sentences:I have a headache. You should go to bed.He has a stomachache.He shouldn’t go to bed.She has a toothache.She should see a dentist.Difficult points: How to talk about health problems and give advice.Teaching steps(教学步骤)1. Warm-up and review(课堂热身和复习)(1)New term greetings (新学期问候)T: Nice to see you again, everyone! All of you look so well. Did you enjoy your winter vacation?Ss: Yes.T: Can you tell me something interesting you did during the winter vacation? (老师可以鼓励学生给出尽可能多的答案)T: Oh. What an interesting vacation! I am sure you enjoyed yourselves very much, but I was ill during the holiday. Today, we’ll talk about “Unit 1: What’s the matter?”T: First, let’s review the parts of the body.Have Ss look at the picture and teach the new words.T:Let’s play a Bingo game.T: Let’s play a guessing game.教学设计说明:复习身体部位并通过游戏巩固,为完成1a服务。
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1. T: 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?
Step 3 Presentation and Practice
1. T: Are you happy? Ss: Yes, we are.
T: When there’s something wrong with your body, are you still happy?
Ss: No.
T: Look at the picture, is he happy?
5. Show the following on the screen. Let students get familiar with the names of some illnesses.
Ss: No, he isn’t.
T: Why?(Help the Ss to answer: He has a stomachache.)
2. Present other pictures, talk about health problems of the persons in the pictures.
Enable students to talk about health problems using target language.
3、Emotion Object:
Let Ss know keeping healthy is important.
重点难点
Teaching Key Points:
What’s the matter? He/She has a headache/ toothache /a sore back/ a sore throat/a cold and a cough.
3. Let the Ss practice in pairs
4. T: 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.
(2) Ss can use the following sentence patterns:
What’s the matter?
I have a stomache
./I have a sore back./I have a cold.
He/She has a sore throat.
2、Ability Object:
2. Teach the parts of the body one by one by touching it. While teaching one, let them touch or show it.
3. Present a picture of a baby and Yao Ming. let the Ss say the parts of the body.
Learn how to talk about health, usehave/has to talk about health problems.
Teaching Difficult Points:
Learn the English names of different parts of human body and talk about various health problems.
课题
Unit1WhaΒιβλιοθήκη ’s the matter?授课日期
3.7
授课类型
新课
课时
1课时
教学目标
1、Knowledge Object:
(1) Ss can use the following words:
head , ear, eye, mouth, nose, throat , neck, back, hand, arm, leg, tooth-teeth, foot-feet , matter, have a cold, stomachache, , backache, headache, toothache
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.
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.
4. Work on Section A 1a
5. Play a game: Touch the parts of your body
1)Let the whole class touch the parts of their body when the teacher says: Touch your…
教学手段
1. Listening and speaking practice.
2 .Autonomous and cooperative approach.
3.多媒体.
Period 1 Section A(1a-2d)
备注
教学步骤
及
主要内容
Step 1 Warming-up
Sing an English song: If you’re happy and you know it, clap your hands.