2014新版Unit 1 What’s the matter Section A 1a-2c导学案表格
【2014】八年级下Unit1 What_'s the matter Section A 1a-2e课件【人教版新目标】
trouble: n..麻烦， 麻烦，问题 （不可数），烦恼事，麻 烦事（可数）
have trouble doing----: 做---很麻烦 (有困难） get sb into trouble: 给---惹麻烦 have trouble with (sth) (sb) 因---烦恼， 和---有矛盾
A:What`s the matter with Judy? B: She talked too much yesterday and didn`t ______ drink______ enough water. She has a very sore throat now.
feel well --- feel good 区别（1） maybe --- may be 区别（1）
sound,look, feel ,taste, smell 为系动词，后可 以直接接形容词，当与 like 连用时候后接名 词，或句子。 feel like doing: 想要做----
move sth to ---：把某物移动到某处 sb move to----:某人搬到----
你们老师看上去有点累了（2） 你哥哥长什么样啊？（3） 你们老师是一个怎么样的人？（3）
词汇与短语
sore: adj. 疼痛的，酸疼的 ache: n.痛，后缀， stomachache:胃痛
have a cold = catch a cold
foot:脚 feet (复数） 步行= on foot 他总是步行去学校 （3） ：用两种方式造句
neck: 脖子，throat:喉咙， fever:发烧 ，have a fever, get a fever have a fever = ？（1）have a temperature A little girl is lying on the grass A small village lies between the two hills (2)
2014年春新目标八年级下英语Unit1_What's_the_matter_SectionB
失去手臂之后, 他写了一本名为《生死两难》的书。
一个固定习语，表示在艰难或危险的处境下“从
两难中进行选择”， 意为“ 左右为难；进退两难”
E.g.: Who will you save when your mother and your wife fall into the water? For many people, it’s between a rock and a hard place. 当你放入母亲和妻子同时落水，你会救谁？ 对很多人说这是一个两难的问题。
2b. Read the passage and underline the words you don’t know. Then look up the words in a dictionary and write down their meanings.
Finding the Order of Events Writers describe events in a certain order. Finding the order of the events will help you understand what you are reading.
Unit 1
What’s the matter ?
2a. Accidents or problems can sometimes happen when we do sports. Write the letter of each sport next to each accident or problem that can happen.
He/She shouldn't
3b Write a conversation between the nurse and the student using the notes in 3a. Use the questions and phrases below to help you. What's the matter?/What happened?/Are you OK? No, I don't feel well/ I feel ... /I have a ... / Should I …? You should ... /You shouldn't... fell down/got hit by ... /cut my self/hurt my ... Nurse:____________________________ Student: __________________________
2014新版新目标英语八年级下unit_1_What's_the_matter_Section_A课件
课堂小测验：
1. 你怎么了？ with you? What’s the matter _____ ________ 2. 我喉咙痛。 had _____ a sore throat yesterday . I _____ 3. 你应该喝些加了蜂蜜的热茶。 with honey. You should _____ drink some hot tea ____ 4. 你应该测量体温。 take _______ You should ______ temperature. your 5. Tom 现在感冒了。 has a cold _______. now Tom _____
Listen to Para. 1 and fill in the blanks. At 9:00 a.m. yesterday _______, bus No. 26 was going along Zhonghua Road driver saw an old when the _______ lying on the side of the man ______ next to him road. A woman ________ shouting was __________ for help.
3a. Read the passage. Do you think it comes from a newspaper or a book? How do you know? Bus Driver and Passengers Save an Old Man
2014八年级下Unit1_What's_the_matter Section A
2a-2b
Listen and number the pictures 1-5 in the order you hear them. Listen again and match the problems with the advice.
注：with为介词，后跟人称代词宾格， 如her,him,them等。
怎 么 了
eg:What’s the matter with your mother？ What’s wrong with you? What’s the trouble with her?
ache 、sore和hurt 的区别： 1. ache 是一个名词后缀，如： toothache 2 . sore形容词，修饰名词，指的是 身体某一部位的酸痛。如：sore back, sore throat sore leg ,sore eyes 3. hurt动词，指“刺痛，使受伤 痛”。如：He hurts his leg.他伤了腿。 还可以说“His leg hurts.”他腿疼。
--I think he shouldn’t …
shouldn’t = should not He has a sore throat
drink cold drink.
He shouldn’t eat ice cream.
eat hot food.
talk too much.
talk loudly.
problem question
n. 问题，难题，习题（有待解决） n. 问题（有待回答）
They are doing some math problems/exercises. May I ask you a question ?
2014年人教版新八年级英语下《Unit1_What's_the_matter_》Section_B&self_check课件
• 3. SheA live with her grandparents , but she doesn’t now. • A. used to B. is used to C. was used to C live alone. But she _____ living alone • 4. She ____ • because she feels lonely. • A. used to; doesn’t used to B. is used to; was used to • C. used to; is not used to D. was used to; doesn’t used to
根据提示给你的英语老师写一张请假条。 have a fever ; doctor told me to stay in bed for two days can’t go to school today ; tomorrow ; hope get well; very soon; thank you Dear Miss Ding: I’m sorry to tell you that I’m not feeling well Itoday. have a fever . The doctor told me to stay in bed for two days. So I can’t go to school today and tomorrow. I hope I can get well very soon. Thank you! Yours Tony
2014(新教材)八年级下册unit1_what's_the_matter_Section A2
3. He got off and asked the woman what happened. 他下车并问妇女发生了什么。 get off : 下（汽车，火车，飞机等） 反义词为:get on The passenger who got off the plane first was Kimi. 第一个下飞机的乘客是Kimi。 比较：get into（进入）/get out of（下来） get on /get off 后跟ship,bus,train,plane等大型交通 工具 get into/get out of后跟taxi,car等小型交通工具和电 梯等
Read the passage again and check the things 3b 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 didn't want to go to the hospital, so only Wang Ping went 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 time. √
2014春八年级下册unit1_what‘s_the_matter课文重难点讲解
2014年春季学期八年级英语下册目录Unit1 What’s the matter？Unit2 I’ll help to clean up the city parks.Unit3 Could you please clean your room?Unit4 Why don’t you talk to your parents?Units 5 What were you doing when the rainstorm came? Unit 6 An old man tried to move the mountains.Unit 7 What’s the highest mountain in the world?Unit8 Have you read Treasure Island yet?Unit 9 Have you ever been to a museum?Unit10 I’ve had this bike for three years.Unit1 What’s the matter？Section A1. What’ s the matter? 怎么啦？出什么事情了？【解析】matter/ ' mætə(r)) /n.问题；事情What’ s the matter with you?= What’s the trouble with you?= What’ s wrong with you?你怎么了？【注】：matter 和trouble 为名词，其前可加the 或形容词性物主代词，wrong 是adj. 不能加the【2013自贡3】18. —What’s the matter ______ Tom. He is wet through.—His car ran _______ the river.A.with; inB.to; intoC.with; into【用法】用于询问某人有什么病或某人遇到什么麻烦、问题其后跟询问对象时，与介词with连用。
人教新目标八下教案：Unit1 What's the matter(Section A (1a – 2d))
drink some hot tea with honey
see a dentist and get an X-ray
take y our temperature
put some medicine on it
教
学
过
程
导学过程
学习过程
Step 1 Warming up源自and new words课题：Unit1 What’s the matter ?Section A 1 (1a– 2d)
备课日期: 2014.2.18 编号：No.1
学习
目标
1．能听说读写重点单词和词组：matter, sore, have a cold, stomachache, have a stomachache, foot, neck, stomach, throat, fever, lie, lie down, rest, cough, X-ray, toothache, take one’s temperature，see a dentist
Step 2 Presentation
1aLook at the picture. Write the correct letter [a-m] for each part of the body.
Step 3 Listening
1b Listen and look at the picture. Then number the names 1-5
Step 5 Guessing games
Guess what has happened to the students by using the important sentences.
2014人教版新目标八年级下Unit1 What's the matter Section B课件
1 Go to the hospital. ___ 2 Get an X-ray. ___ 3 Rest for a few days. ___
3 Put s bandage on it. ___ ___ 1 Run it under water. ___ 2 Put some medicine on it.
I am going to take this medicine.
Because I have a headache.
I am going to take this medicine.
Because I have a toothache.
I am going to take this medicine.
Someone felt sick. √ Someone cut his knee.√ Someone had a fever.
b, c
a d
Problems Someone had a nosebleed.√ Someone hurt his back.
Treatments
f
Someone got hit on the head.√
2 Press the sides of your nose. ___ 1 Put your head down. ___ 3 Clean your face. ___
1b
Listen to the school nurse. Check (√) the problems you hear. Problems Treatments
e
1c
Listen again. Write the letter of each treatment next to the problems you checked in the chart above.
2014人教新目标英语八下 unit 1《What’s the matter》period 1 section a (1a-1c)教案
Unit 1 What’s the matter?Period 1 Section A (1a-1c)Teaching Aims and Demands: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) 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:Enable students to talk about health problems using target language.3、Emotion Object:Let Ss know keeping healthy is important.Teaching Key Points:Learn how to talk about health, use have /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.Teaching Methods：1. Listening and speaking practice.2 .Autonomous and cooperative approach.Teaching Aids:CAI, A tape recorder.Teaching Procedure:Step 1 Warming-upSing an English song: If you’re happy and you know it, clap your hands.Step 2 Word study1. 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?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.4. Work on Section A 1a5. Play a game: Touch the parts of your bodyLet th e whole class touch the parts of their body when the teacher says: 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 Practice1. 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?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. 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 pairs4. 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.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.5. Show the following on the screen. Let students get familiar with the names of some illnesses.Part of human body Illnessstomach stomachachetooth toothachehead headacheback a sore backthroat a sore throatcold, fever ...Ask two students to read the sample conversation in activity 1c. Then let them work in pairs and make more similar conversations.Then help students understand: When the subject is “he/she/it”, we use “has” instead of “have” to talk about health.Let students play a game to practice it. Tell the student in the first line, “I have a headache”,then he/she repeats it to the second student, “He/she has a headache” and so on.Step 4 listen and sayWork on Section A 1b, 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,…Step 5 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!Homework:1. Listen to the tape of 1b and repeat.2. Copy the new words in Period1.3. Finish the exercises in this period.Blackboard Design:Unit 1 What’s the matter?Period 1 Section A (1a-1c)A: What’s the matter with Judy?B：She talked too much yesterday and didn’t drink enough water. She has a very sore throat now.Period 2 Section A (2a-2d)Teaching Aims and Demands:1、Knowledge Object:(1). Review the names of each part of the body and the names of the illness.(2) Continue to learn the names of the illness: toothache, fever and headache.(3). Words and expressions:lie down, rest , cough, X-ray, toothache, take one’s temperature, headache, havea fever, take breaks, hurt.2、Ability Object:Enable students to talk more about health.Learn to give others some advice according to their matters.3、Emotion Object:Learn to live in a healthy way.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.Teaching Difficult Points:How to give advice using should.Teaching Methods：1. Listening and speaking practice.2. Role-playing.Teaching Aids:CAI, A tape recorder.Teaching Procedure:Step 1 Warming-upEnjoy and sing an English song: Head and shoulders knees and toesHead and shoulder knees and toesKnees and toes, knees and toes,Head and shoulder knees and toesEyes, ears, mouth, nose(Repeat 4 times)Step2. Greeting and revision1. 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.2. RevisionT: (Show pictures) How is he/she? ( He / She is not fine.)What’s the matter?He /She has a cold (flu) / stomachache/ sore back/ cough.Step3. PresentationGuessing gameT shows some part of the pictures to the Ss and let them guess .T: What’s the matter with him/her?S: Does he/she have a …?T: Yes, he/she has a sore throat (Teach the new word) Can you give him/ her some advice? What should he /she do? (Teach the new word)S: He /She should drink hot tea with honey/ shouldn’t speak more/ go to see a doctor…(Ss can give different advice as they like)T: What’s the matter with him/her?S: Does he/she have a …?T: Yes, he / she has a / an toothache /fever / headache / earache…(Teach the new words) What should he /she do?S: He /She should go to see a dentist / shouldn’t eat ice cream/shouldn’t drink cold water /lie down and rest / shouldn’t play basketball/ should drink a lot of water./should see a doctor…Step4. PracticeDo 2a. Listen and number the pictures 1-5 in the order you hear them.Play the tape for the Ss and let them do it by themselves. Then check the answer. Do 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 __________.Do 2c. Pairwork.. Role play the conversations in 2b. Let the Ss read the conversations in 2c first. Then work in pairs, make a new conversation according to 2b.A: What’s the matter?B: I have a …A: Maybe you should …B: That’s a good idea.Show more pictures and let the Ss make more conversations.Problems Should Shouldn’t!B: That ’s a good idea.Step5. Role-play the conversation1. Read the conversation silently and understand the meaning.2. Read it again and answer the questions:(1) What ’s the matter with Lisa?(2) Did she have a fever?(3) What did she do the night before?(4) What does she need to do?(5)What should she do now?(6) What should she do if things don ’t get better?3. Role-play the conversation in two halves of the class.4. Explanation about the useful expressions in 2d:Are you OK?What should I do?It doesn ’t sound like …That ’s probably why.Can ’t move my neckAll weekendTake breaks away from the computerSit in the same way for too long without moving5. Practice the conversation in pairs, one acts Mandy, the other acts Lisa. A few minutes later, invite two or three pairs to act out the conversations.Step6. TaskReport:To keep healthy, we should … we shouldn ’t …Step6 Homework1. Copy the new words.2. Write the report in the exercise books.3. Search on the Internet about more advice of keeping healthy.Blackboard Design:Unit 1 What’s the matter?Period2 Section A (2a-2d)1 Words :have a fever/cough/headache/toothachelie down and rest ,see a dentist and get an X-raytake one’s temperature , take breaks,hurt2.Sentences:A: What’s the matter?B: I have a …A: Maybe you should …but you shouldn’t…B: That’s a good idea.Period 3 Section A (3a-3c)Teaching Aims and Demands:1、Knowledge Object:(1) Words and expressions:passenger, off , get off , to one’s surprise, onto, trouble ,hit ,right away, get into ,bus No.26, see sb. doing sth. , shout for help, thanks to,(2)Reading2、Ability Object:Train and develop the students’ reading ability.3、Emotion Object:To be a helpful person because helping others is helping yourself.Teaching Key Points:(1) Words and expressions:passenger, off , get off , to one’s surprise, onto, trouble ,hit ,right away, get into ,bus No.26, see sb. doing sth. , shout for help, thanks to,(2)ReadingTeaching Difficult Points:Train and develop the students’ reading ability.Teaching Methods：1. Talking method.2. Discussion method.Teaching Aids:CAI, A tape recorder.Teaching Procedure:Step1. Warming upChant: I have a headacheHead, head, I have a headache.I have a headache,And my eyes hurt!Stomach, stomach, I have a stomachache.I have a stomachache,And I have the flu!Ear, ear, I have an earache.I have an earache,And I have a fever!Tooth, tooth, I have a toothache.I have a toothache,And a sore throat!Back, back, I have a backache.I have a backache,And my knee hurts!I have a headache, I have an earache,A toothache, a backache,And a sore throat.My eyes hurt, my knee hurts, I have a stomach ache.I have a fever,And I have the flu!Oh, dear. Next, please!Step2. Greeting and revisionGreet the whole class as usual.RevisionT: Oh! They all have matters. What about you ? What’s the matter with you ?S1: I have a …T: Maybe you should …but you shouldn’t…S1: That’s a good idea. (Turn to S2) What’s the matter with you?S2: I have a/an…S1: Maybe you should /shouldn’t…S2: That’s a good idea. ( Turn to S3) …Step3. Presentation1. Show the picture of accident in 3a and the title of the passage.Have a discussionabout it.T: Look! The man is lying by the road.What happened to him ?What was the woman next to him doing?Did the man die? Who do you think is going to save the man?2.Teach the new words .passenger, off , get off , to one’s surprise, onto, trouble ,hit ,right away, getintoStep4. Reading1. Do 3a. Fast-reading.Do you think it comes from a newspaper or a book? How do you know?2. Careful-reading.Read the passage carefully and fill in the time line.Something happened Bus driver’s reaction Passengers’reaction ResultDiscuss the answers in pairs.3. 3b. Check the things that happened in the story.Then check the answers together.4. 3c.Have the students discuss the questions with the partners. Give Ss some minutes to prepare and then ask some students to say out their opinions.nguage pointsHave the students summarize the expressions:Expressions about bus:Bus No.26, bus driver, the passengers on the bus, stop the bus without thinking twice, get off/ on the bus, help to move the man onto the busExpressions about first aid:See a man on the side of the road, have a heart problem, go to the hospital, take the man to the hospital, save the man in time, only think about saving a life.3.Other expressions:to one’s surprise, in time, agree to do sth. expect to do sth. ,get into troubleStep6 HomeworkMemorize the words and expressions.Finish off the exercises in the workbook.Blackboard Design:Unit 1 What’s the matter?Period 3 Section A (3a-3c)Expressions about bus:Bus No.26, bus driver, the passengers on the bus, stop the bus without thinking twice, get off/ on the bus, help to move the man onto the busExpressions about first aid:See a man on the side of the road, have a heart problem, go to the hospital, take the man to the hospital, save the man in time, only think about saving a life.3.Other expressions:to one’s surprise, in time, agree to do sth. expect to do sth. ,get into troublePeriod 4 Section A (Grammar Focus-4c)Teaching Aims and Demands:1、Knowledge Object:Summarize the grammar and practice them.2、Ability Object:Enable the students to do things using the target language and the grammar.3、Emotion Object:Learn to look after yourself and others.Teaching Key Points:The grammar.Teaching Difficult Points:Use the grammar to do things.Teaching Methods：1. Practising method.2 .Activities.Teaching Aids:CAI, A tape recorder.Teaching Procedure:Step1. RevisionCheck the homework. Have the students write the word and expressions in 3a.Step2. Grammar focusHave the students read the sentences in Grammar Focus. And then sum up the grammar: have a(an) +疾病名词，表患病，如，have a cold /fever/ cough/toothache /headache/ stomachache/ backache/, 某些搭配中还会用catch, 如, catch a cold.be/feel +形容词，表不适，be/feel sick/bad/terrible,/tiredget hurt 表受伤hurt /cut/ break +具体部位，表伤害，如：hurt my leg, cut her finger, break his arm, hurt myself, cut himself, cut one’s knee, hurt one’s backtake /get 表示诊治：take one’s temperature, take some medicine, get an X-ray,用see或者go to …表达就医:See a doctor, see the dentist , go to the doctor, go to the hospital.用情态动词should表达建议He should lie down and rest.She should take her temperature.Should I put some medicine on it ? Yes, you should./ No, you shouldn’t.You shouldn’t eat so much next time.Step3. Practice1.4a.Fill in the blanks and practice the conversations.2.4b.Let the students do it individually, the teacher goes around the room finding out the common errors that students have. Write them on the blackboard and have students correct them. Then work in pairs.Step4. Miming4c. Work in pairs . One student mimes a problem. The other students in the group guess the problem and give advice.A sample conversation:A: What’s the matter ? Did you hurt yourself playing soccer?B: No, I didn’t.C: Did you fall down?B: Yes, I did.D: You should go home and get some rest.The teacher moves around the classroom checking the progress and praising the group that does well. Then have one or two groups act out in the front of the class. Step 5.HomeworkT: Suppose you have a cold, write about what you sho uld and shouldn’t do. You can make use of the expressions and structures learnt.You can begin with “When you have a cold ...”.A sample article:Do you have a cold?Sometimes people have a cold. When you have a cold, you shouldn’t do too much work. You should go to bed early and have a good rest. You should also drink a lot of water. You shouldn’t drink smoke.Blackboard Design:Unit 1 What’s the matter?Period 4 Section A (Grammar Focus-4c)1.have a(an) +疾病名词，表患病，如，2.be/feel +形容词，表不适，3.hurt /cut/ break +具体部位，表伤害，如：4.take /get 表示诊治：5.用see或者go to …表达就医:6.用情态动词should表达建议Period 5 Section B (1a-1d)Teaching Aims and Demands:1、Knowledge Object:(1) Words and expressions:Feel sick, cut one’s knee, have a nosebleed, fall down, cut oneself , have problems breathing, get hit by a ball, hurt one’s back or arm, get sunburned(2)Listening.2、Ability Object:Train and develop the students’ listening and speaking ability.3、Emotion Object:When accidents happen, know how to deal with them calmly.Teaching Key Points:(1) Words and expressions:Feel sick, cut one’s knee, have a nosebleed, fall down, cut oneself , have problems breathing, get hit by a ball, hurt one’s back or arm, get sunburned(2)Listening.Teaching Difficult Points:Train and develop the students’ listening ability.Teaching Methods：1. Listening method.2 .Pairwork.Teaching Aids:CAI, A tape recorder.Teaching Procedure:Step1. Warming upTaskT: You know, there are lots of problems in our life. If you are a doctor, please tell us how to solve the problem. I will divide you into 9 groups. Please work in groups. And then choose one of you to report your ideas.The following are the problems:I have a toothache.I am hungry. I have a sore throat.I am stressed out. I have a sore back.I am tired. I can’t sleep.I have a cold. I have a headache.Report:If you have a headache, you should go to bed early.You should see the doctor. You should eat some medicine.You shouldn’t wash your face with cold wa ter.You shouldn’t sleep late.You shouldn’t swim.…..T encourages the students to give advice as much as possible.Step2. PresentationShow some pictures on the screen, discuss the accidents with the students, teaching the new words: cut oneself, cut one’s hand / finger, fall down ,cut one’s knee, have a nosebleed, have problems breathing, get hit by a ball, get hit on the head,hurt one’s back or arm, get sunburned and so on.Let students do 1a individually. Then check the answers by asking a students to say out the answers.Have students describe the actions what you should do when the accidents happen in order, using first, next, then and so on.Step3.Listening1.1b. Listen to the school nurse. Check the problems you hear. Play the recording twice, then check the answers.2.1c.Play the recording again, ask Ss to write letter of each treatment next to the problems you checked in the chart above.Check the answers together by talking.T: When someone felt sick, the nurse… You tell me the whole sentence ,please. Ss: The nurse took his temperature and told him to rest.…Step4.Practice1d. Role-play a conversation between the nurse and the teacher. Use the information in 1b and 1c. First let students read the listening text, and try to work in pairs according to it. Then invite some pairs to act out their conversations in front. Step5.ExercisesShow some exercises on the screen and Ss do them carefully. Then check the answers.Step 6.HomeworkRemember the expressions learnt in the period.Write a passage about what you should do and shouldn’t do if accidents happen according to the contents in the period.Blackboard Design:Unit 1 What’s the matter?Period 5 Section B (1a-1d)cut oneself, cut one’s hand / finger, fall down ,cut one’s knee,have a nosebleed, have problems breathing, get hit by a ball,get hit on the head, hurt one’s back or arm, get sunburnedPeriod 6 Section B (2a-2e)Teaching Aims and Demands:1、Knowledge Object:(1) Words and expressions:ourselves, climber, be used to, risk, take risks, accidents, situation , kilo, rock, run out of , knife , cut off, blood , mean , get out of ,importance, decision, control, be in control of, spirit, death, give up, nurse(2)Reading.2、Ability Object:(1) Train and develop the students’ reading ability.(2) Learn the reading strategies: Finding the order of events.3、Emotion Object:Never give up whenever you meet difficulties and problems in study and life. Learn the spirit of Aron.Teaching Key Points:(1) Words and expressions:ourselves, climber, be used to, risk, take risks, accidents, situation , kilo, rock, run out of , knife , cut off, blood , mean , get out of ,importance, decision, control, be in control of, spirit, death, give up, nurse(2)Reading.Teaching Difficult Points:Train and develop the students’ reading ability.Teaching Methods：1. Scene teaching method.2. Reading method.Teaching Aids:CAI, A tape recorder.Teaching Procedure:Step1. RevisionShow some pictures on the screen and revision the accidents or problems that can happen when we do sports.Step2. Lead-in and PresentationPlay the video of the movie 127 Hours. Ss watch it and feel the difficult situation.Present the new words and expressions by showing the pictures on the screen: take ricks, caught under a 360-kilo rock, fell on somebody, find yourself in a very dangerous situation, get out of a difficult situation , bandage yourself, lose too much blood, lose half of his right arm, kept on climbing mountains.3. Ask Ss to read aloud the expressions in 2a and the new expressions.Step3. Reading1.2b. Read the passage and underline the words you don’t know. Then look up the words in a dictionary and write down their meanings.( decision, control, spirit, death , mean , importance, be used to , free , run out of ,keep on)2.2c. Read the passage and circle TRUE, FALSE or DON’T KNOW.(1)Aron almost lost his life three times because of climbing accidents.(2)Aron had a serious accident in April 2003.(3)Aron ran out of his water after three days.(4)Aron wrote his book before his serious accident.(5)Aron still goes mountain climbing.First let students read aloud the sentences in 2c and understand the meanings. If they have problems, give some explanation. Next, students do it individually. Then students check the answers each other. Finally, the teacher checks the answers.3.2d. Read the passage again and answer the questions.(1)Where did the accident happen on April, 2003?(2)Why couldn’t Aron move(3)How did Aron free himself?(4)What did Aron do after the accident?(5)What does “ between a rock and a hard place” mean?After students finish them ,invite students to say out their answers.4.2e. Put the sentences in the correct order. Then use them to tell Aron’s story to your partner. Try to add other details from reading.______ On April 26, 2003, he had a serious mountain climbing accident.______ Aron loves mountain climbing and doesn’t mind taking risks.______ Aron did not give up after the accident and keeps on climbing mountains today. ______ He wrote a book about his experience.______ Aron lost half his right arm from the 2003 accident.Step4. Summary about the reading strategiesFinding the Order of Events.(Writers describe events in a certain order. Finding the order of events will help you understand what you are reading.)找出本文描述事件发生先后顺序的句子或短语。
2014新目标新版英语八年级下册unit_1what's_the_matter_Section_A[1] 2
![2014新目标新版英语八年级下册unit_1what's_the_matter_Section_A[1] 2](https://img.taocdn.com/s3/m/e2c6033f5a8102d276a22fa8.png)
An apple a day keeps the doctor away. 每天一只苹果,远离医生。
Reading is to the mind what exercise is to the body.
读书养心，锻炼健身。
Period 2(2d—3c)
♣ 2. Please listen to the directions of the teacher and not point to the corresponding part of your body.
h arm______ hand_____ a neck____ d
i foot____ c m back _____ ear ____ eye___ g f head______ leg____ l b mouth_____ nose______ stomach___ e j h tooth____
Pairwork.
A: What’s the matter? B: I’m not feeling well. I have a _______. A: When did it start? B: About ________ ago. A: Oh, that’s too bad.You should ____ . B: Yes,I think so. A: I hope you feel better soon.
I have
a sore back()背痛. a sore throat(喉咙痛).
What’s the matter with you?=What’s wrong with you?=What’s your trouble?你怎么了? headache(头痛)
I have a stomachache(胃痛)
Unit1What’sthematterSectionA(GrammarFocus—4c)教案
在教学过程中，教师应针对这些难点和重点进行详细讲解和反复练习，确保学生能够透彻理解并掌握。通过丰富多样的教学活动，帮助学生克服难点，达到教学目标。
四、教学流程
我还意识到，为了更好地帮助学生理解，我应该多提供一些真实的语境，让学生在实际语境中感受和运用语法。这样，他们不仅能理解语法规则，还能明白如何在实际交流中使用这些规则。
此外，小组讨论环节让我看到学生们在合作学习中的潜力。他们能够相互启发，共同解决问题。但我也注意到，有些学生在讨论中较为被动，可能需要我进一步鼓励和引导，让他们更加积极地参与到讨论中来。
2.教学难点
（1）形容词的用法：学生需掌握不同形容词在句子中的正确运用，区分如"hungry"和"hungry for"，"thirsty"和"thirsty for"等表达方式。
（2）一般现在时态的肯定句和否定句结构：学生需要理解并运用动词原形、is/am/are + not等构成否定句，以及动词三单形式在句子中的运用。
（3）在实际场景中灵活运用所学知识：学生需要克服紧张情绪，将语法知识应用到角色扮演活动中。
举例：
-难点1：学生容易混淆形容词的用法，如错误表达："I am thirsty for water."，应纠正为："I am thirsty."
-难点2：对于一般现在时态的否定句结构，学生可能会忘记在动词前加"do/does"或"am/is/are"，如错误表达："He not like apples."，应纠正为："He doesn't like apples."
新人教版2014英语八下课件Unit1 what's the matter课件(完整)
2a Listen and number the pictures [1-5] in the order you hear them.
2
4
3
1
5
2b Listen again. Match the problems with the advice.
1.fever 2.stomachache 3.cough and sore throat 4.toothache 5.cut myself a.lie down and rest b.drink some hot tea with honey c. see a dentist and get an X-ray d.take your temperature e. put some medicine on it
Mandy: That’s probably why. You need to take breaks away form the computer. Lisa: Yeah, I think I sat in the same way for too long without moving. Mandy: I think you should lie down and rest. If your head and neck still hurt tomorrow, then go to a doctor. Lisa: OK. Thanks, Mandy.
4. __ the passengers on the bus did not want to go to the hospital, so only Wang Ping went 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 time.
【英语】2014春新人教版八下Unit1What’sthematter重点详解与拓展SectionB
2014春新人教版八年级下册Unit 1 What’s the matter？重点详解与拓展Section B1.Someone felt sick. 有人生病了。
【解析】feel sick 生病；不舒服sick /ill adj. 生病的(1) sick adj.“生病的”，既可放be (系动词)后作表语，也可放n.前作定语。
be sick of …“讨厌；厌恶……”sick person = patient“病人”(2) ill adj.“生病的”，只能放be (系动词)后作表语，be ill in hospital 生病住院ill → illness n.“病；疾病”①I think her (ill) is very serious. 我认为她的病是很严重。
( ) ②The ___ girl was sent to hospital by her mother yesterday.A. sickB. illC. goodD. well2.Aron Ralston is an American man who is interested in mountain climbing.阿伦. 罗尔斯是一名热爱登山运动的美国人。
【解析1】 who 引导的定语从句定语从句：定义：用一个句子来修饰前面的名词或代词的句子，叫做定语从句。
先行词：被定语从句修饰的名词或代词叫做先行词。
定语从句必须放在先行词之后。
关系词：引导定语从句的连词叫做关系词，关系词分为关系代词和关系副词。
He is the boy who/that often helps me.who 指人，在定语从句中作主语【2013吉林】5. —Do you know the little boy _______ is helping the old mancross the road?—No. But how nice he is!A. whichB. whoC. whom【解析2】be interested ininterest⑴ n 兴趣→interesting adj. 令人有兴趣的（表语/定语）→interested adj. 对……感兴趣（只做表语）⑵interest v. 引起……关注；使……感兴趣be interested in sth./ doing sth.对……变得感兴趣= show great interest in sth. / doing sth.表现出对……的极大兴趣;(1) take/have an interest in =be interested in 对……感兴趣(2) places of interest 名胜 lose interest in 失去兴趣( )This book is very _____ and I am ____ in it.A. interest; interestB. interesting; interestedC. interested; interestedD. interested; interested【2013贺州】48. This movie wasn’t ______. He f ell asleep half way through it.A. interesting enoughB. enough interestingC. interested enoughD. enough interested【2013宁波】109. —What fun The Croods is!—Yeah! I like the movie, too. It's so_______.A. boringB. scaryC. interestingD. sad3.As a mountain climber, Aron is used to taking risks.作为一名登山者，阿伦习惯于冒险。
人教新目标八下教案：Unit1 What's the matter(Section B 2a-2e)
1.Play the video of the movie 127 Hours. Ss watch it and feel the difficult situation.
2.Present the new words and expressions by showing the pictures on the screen:
2.2c. Read the passage and circle TRUE, FALSE or DON’T KNOW.
(1)Aron almost lost his life three times because of climbing accidents.
(2)Aron had a serious accident in April 2003.
take ricks, caught under a 360-kilo rock, fell on somebody, find yourself in a very dangerous situation, get out of a difficult situation , bandage yourself, lose too much blood, lose half of his right arm, kept on climbing mountains.
3. Ask Ss to read aloud the expressions in2aand the new expressions.
Step3.Reading
1.2b. Read the passage and underline the words you don’t know. Then look up the words in a dictionary and write down their meanings.( decision, control, spirit, death , mean , importance, be used to , free , run out of ,keep on)
Unit1What'sthematterSectionA(GrammarFocus-4c)教案
在实践活动中，我发现学生们对于将所学知识应用到实际生活中的能力有待提高。因此，我计划在后续的教学中，增加一些生活化的场景练习，让学生在实际情境中更好地运用所学知识。
（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，每组讨论一个与询问身体状况相关的实际问题。
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对话中使用所学句型和词汇。
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）
首先，我发现通过角色扮演和小组讨论的形式，学生们在实际操作中更愿意开口说英语，这有助于提高他们的口语表达能力。在今后的教学中，我将继续采用这种互动性强的教学方法，让学生在轻松愉快的氛围中学习英语。
其次，在教学难点和重点的讲解过程中，我注意到部分学生对形容词的选择和语法的正确性掌握得不够牢固。针对这个问题，我将在接下来的课程中增加相关练习，加强对这些知识点的巩固。
（3）语法的正确性：在对话中，学生需要注意到主谓一致、动词时态等语法问题。
举例：
-针对句型的正确运用，教师可以设计不同场景的角色扮演活动，让学生在实际操作中掌握句型的用法。
-在词汇选择方面，教师可以通过举例、图片展示等方式，帮助学生更好地理解和记忆形容词。
-针对语法问题，教师需要结合课本内容，适时进行讲解和练习，确保学生能够正确运用语法知识。
（五）总结回顾（用时5分钟）
今天的学习，我们了解了询问身体状况的基本句型和词汇，以及它们在日常交流中的重要性。通过实践活动和小组讨论，我们加深了对这些知识点的理解。我希望大家能够掌握这些知识点，并在日常生活中灵活运用。最后，如果有任何疑问或不明白的地方，请随时向我提问。
(完整word)Unit 1 What’s the matterSection A(1a-2d)
课题：Unit 1 What’s the matter？第一课时 Section A （1a-2d)学习目标:1、重点单词matter (n。
）问题;事情;stomachache （n。
）胃痛；腹痛；foot （n.）脚；足; neck (n.) 颈;脖子；stomach (n.) 胃；腹部; throat （n.）咽喉;喉咙； fever （n.) 发烧； lie (v.) 躺；平躺; rest (v.& n.) 放松；休息； cough (n。
& v.）咳嗽； X—ray （n。
) X射线；X光； toothache （n。
) 牙痛； headache (n.）头痛；break （n.）间歇；休息；hurt (v.) （使）疼痛;受伤2、重点词组have a cold感冒； have a stomachache 胃痛； lie down 躺下；take one’s temperature 量体温; havea fever 发烧； take breaks休息3、重点句式(1).——What's the matter —-怎么了？——I have a fever.——我发烧。
(2).You should lie down and rest。
你应该躺下休息。
(3)。
Should I take my temperature?我应该量体温吗？(4)。
My head feels very hot.我的头摸起来很热。
(5).If your head and neck still hurt tomorrow， then go to a doctor。
如果明天你的头和脖子还疼，那么去看医生.重点难点：重点掌握本部分出现的生词和词组,达到熟练运用的目标。
难点1). 进行听力训练，提高综合听说能力。
2）。
训练学生的语言交际能力．导学设计：1。
What’s the matter？怎么了?【归纳】这是人们特别是医生和护士询问病人病情时最常用的问句，意思是“_____”其后通常与介词_____连用。
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小组
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课题Unit 1 What’s the matter? Section A1a-2c
课时第1课时
备注
【学习目标】
1．能听说读写重点单词和词组：matter, sore,have a cold, stomachache,have a stomachache, foot, neck, stomach, throat, fever, lie, lie down, rest, cough, X-ray, toothache, take one’s temperature，see a dentist
如：We__________ study hard.我们应该努力学习。
You_________ play computer games.你不应该玩电脑游戏。
He ________ lie down and rest.他应该躺下来休息。
【达标检测】一、翻译以下短语：
1、感冒______________________2、背疼_________________________
9、去看医生_________________________________________________
10、躺下来休息______________________ 11、头疼_____________________
12、看牙医_____________________ 13、照X光片____________________
( )②— ______?
— Nothing serious, but a bit tired.
—Better have a rest now, dear.
A. Is that all B. Is there anything else
C. What’s this D. What’s the matter with you
【总结反思】
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
【课后作业】
1、熟练说出本课重点短语和重点句型。
2、根据2a、2b编5组对话，并和同桌练熟。
（教师复备栏及学生笔记）
【自学指导】新-课-标-第-一-网
1、自己认读1a单词，与画面中字母匹配，并在自己的身体上指认人体部位。2、对照单词表翻译1a画面上的句子，并读熟。5min（5分钟）
【自学检测】
1、把你所知道的身体部位的单词写下来，并写出其相应的中文意思。
__eye_ __眼睛_ ______ ______ ______ ______ ______ ______
( )④【2011．云南昆明】27. —What’s the matter with Tina?
—_______________.
A. She is away. B. She is cool.
C.She has a sore throat.D. She should take some medicine
9、--他应该量体温吗？_________________________________?
--是的。_____,____________.
10、你看起来不太好。_____________________.
三、单项选择。
( )①What’s ____ with you?
A. trouble B. the matter C. the wrong D. matter
2．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.谈论身体询问并表述身体的种种不适以及对他人身体的种种不适给予适当的建议。
have a stomachache ________have a toothache __________
【合作探究】
1、What’s the matter?怎么了，其后常与介词with连用。类似的问句还有：__________________________________________________
2、have a cold的意思是“感冒，着凉”为固定词组，have表示生…病，解释下列词组的意思。
have a sore throat _________have a sore neck___________
havea fever ____________have a headache____________
3、发烧______________________ 4、量体温________________________
5、腹痛______________________ 6、嗓子疼________________________
7、牙疼______________________ 8、上点药________________________
4、Mary咳嗽。Mary ______.
5、我觉得头很热。My head ______ very _____.
6、你应该回家休息。__________________________________.
7、她不应该说太多话。________________________________.
8、你弟弟应该早点睡觉。__________________________________.
( )③【2013湖北孝感】—_________?
— I have a headache and I don’t feel like eating anything.
A. How are you B. What can I do for you
C. What’s the matter with you D. How do you like it
______ ______ ______ ______ ______ ______ ______ ______
______ ______ ______ ______ ______ ______ ______ ______
______ ______ ______ ______ ______ ______ ______ ______
What’s the matter with Ben?（改为同义句）What’s _______ with Jim?
2、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。
2)should本身不能单独作谓语，必须和动词原形连用。should没有人称和数的变化，其否定形式为shouldn’t.
14、喝些加蜂蜜的热茶________________________
二、完成句子：新课标第一网
1、你怎么了？What’s the matter _____ you?
2、他怎么了？What’s the matter _____ _____?
3、她昨天感冒了。She _____ a cold yesterday.