【最新】人教版八年级英语下册unit 1-5 What’s the matter 导学案
【最新】人教版八年级英语下册Unit 1 What’s the matter-全单元课件
He had a bad cold last week. 他上周患了重感冒。
She often has a stomachache.
她常胃（肚子）疼。
一般情况下用have＋a＋n. 表示患
了某种疾病。
（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背疼等。
A: What’s the matter? B: I have a toothache.
A: What’s the matter? B: I have a headache.
A: What’s the matter? B: I have a sore back.
A: What’s the matter? B: I have a sore throat.
Conversation 3 Nurse: What’s the matter, Ben? Boy: I have a sore back. Conversation 4 Nurse: What’s the matter, Nancy? Girl: I have a toothache. Conversation 5 Nurse: What’s the matter, Judy? Girl: I have a sore throat.
You should lie down and rest.
You should take some medicine and rest.
You should drink some hot tea with honey.
最新人教版新目标八年级下册英语 下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 . But sometimes our body may get ill. Howdo 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 words about the illnesses. Let’s learn ingroup.A．Demonstrate :No 1 read the sentences one by one. The others follow him/ her. When you read ,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 the picture .These students ger ill. Show thepictures 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 use the 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 use the nice intonations.3. Students work.4. Let students show their conversations.Step 8 Summarize and 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 has a 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 andheadache.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 conversation in 4c.2. and then ask them to work in groups. One student mimes a problem. The otherstudents in his/ her group guess the problem 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 ifnecessary.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.‟s health 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 driver does 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 along Zhanghua Road when the driver sawan 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 happened yesterday.2. If you are the passenger, write a diary about what happened 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，。
人教版八年级英语下册Unit1 What's the matter全单元课件
Grammar Focus
在英语中，表达“疼痛或不舒服”时的常用结构： (1)主语+have/has+病症 (2)主语+have/has+a+sore+发病部位
sore 是一个独立的形容词，指的是身体某一部位的酸痛。如： sore back, sore throat,sore back,sore neck.
5. She said that the man had a heart problem andshould go to the hospital
Unit 1 What’s the matter ? 听说课1
学习目标：
1.能够听懂并进行以What’s the matter 为话题的简单的健康话题的讨论。
She has a (bad) toothache.
她牙痛。
What’s the matter with him? He has a (bad) headache.他头痛。 He has a lot of headaches.他头经常痛。
What’s the matter?
He has a sore back He has a sore neck.
have a sore throat have a sore back have a toothache have a headache have a stomachache
have a cold have a fever
1b: Listen and look at the picture.
Then number the names (1-5).
David: I ate too much junk food at my friend's birthday party.
人教版英语人教新目标八年级下册(新)unit1what'sthematter
某人某部位不舒服/出了毛病。
常用sore 修饰的词： throat leg foot eye 常加后缀-ache构成的词： head tooth stomach
两者都可用的词：back
a.喉咙痛 b.背痛 c.牙痛 d.头痛 e.胃痛 f.感冒 g.发烧
B:Thatsoundslikeagoodidea.
Conversation3
A:Youlookterrible!What’sthematter? B:IthinkIatetoomuchatdinnerlastnight.It wasanall-you-caneatmealattherestaurant.ButnowIhaveast omachache. A:That'stoobad.Youshouldn'teatso muchnexttime.Rightnow,youshouldl iedownandrest.
你怎么啦？
Ihavea(bad)cold.
=Ihavegota(bad)cold. 我患感冒了。
What’sthematterwithhim? Hehas/hasgotastomachache.
他胃痛。
What’sthematterwithhim? Hehas/hasgotasoreback/backache.
Conversation2
Nurse:What’sthematter,David? AreyouOK? David:Iatetoomuchjunkfoodatmyfriend' sbirthdayparty. Solastnight,Igotastomachache.Ialmost couldn'tgetmyselfoutofbedthismorning.
【最新】人教版八年级英语下册Unit 1 What’s the matter-全单元课件.ppt
Conversation 3
Girl: What’s the matter?
Boy: I have a stomachache.
Girl: That’s too bad. You should lie
ห้องสมุดไป่ตู้
down and rest. And don’t
eat
anything for two hours.
Typescript
Conversation 1
Girl 1: What’s the matter?
Girl 2: I have a fever.
Girl 1: Yes, you don’t look well. You
should drink lots of water.
Girl 2: Yes, you’re right.
Conversation 3 Nurse: What’s the matter, Ben? Boy: I have a sore back. Conversation 4 Nurse: What’s the matter, Nancy? Girl: I have a toothache. Conversation 5 Nurse: What’s the matter, Judy? Girl: I have a sore throat.
Unit 1 What’s the matter?
arm leg
head neck back hand knee foot
eyes tongue
hair
face ear
throat
A: What’s the matter? B : I have a cold.
A: What’s the matter? B: I have a stomachache.
人教新目标版英语八年级下Unit 1 What's the matter_知识点课件(15张PPT)
18．做出决定 make a decision 19．造成麻烦 get into trouble 20．立刻；马上 right away
谢谢观看
Thank you for watching
6．牙疼 have a toothache 7．看牙医 see a dentist 8．量体温 take one’s temperature 9．放些药在上面 put some medicine on it 10．躺在路边 lie on the side of the road 11．患心脏病 have a heart problem
12．问题；苦恼 trouble 13．她自己 herself 14．生病的 sick 15．膝盖 knee 16．我们自己 ourselves 17．登山者 climber 18．危险；冒险 risk
19．情况；状况 situation 20．小刀 knife 21．岩石 rock 22．血 blood 23．意思是；打算 mean 24．重要性；重要 importance 25．决定；抉择 decision
6．冒险 take risks 7．拍 X 光片 get an X-ray 8．听起来像 sound like 9．整个周末 all weekend 10．以同样的方式 in the same way 11．看医生 go to a doctor
12．沿着……走 go along 13．大声呼救 shout for help 14．没有多想 without thinking twice 15．下车 get off 16．多亏了；由于 thanks to 17．及时 in time
18．用完了 run out (of) 19．继续(做)某事 keep on (doing) sth. 20．放弃(做)某事 give up (doing) sth.
【最新】人教版八年级英语下册Unit 1 What’s the matter精品课件.ppt
❖ 9、春去春又回，新桃换旧符。在那桃花盛开的地方，在这醉人芬芳的季节，愿你生活像春天一样阳光，心情像桃花一样美丽，日子像桃子一样甜蜜。 2021/1/112021/1/11Monday, January 11, 2021
❖ 10、人的志向通常和他们的能力成正比例。2021/1/112021/1/112021/1/111/11/2021 6:53:47 PM ❖ 11、夫学须志也，才须学也，非学无以广才，非志无以成学。2021/1/112021/1/112021/1/11Jan-2111-Jan-21 ❖ 12、越是无能的人，越喜欢挑剔别人的错儿。2021/1/112021/1/112021/1/11Monday, January 11, 2021 ❖ 13、志不立，天下无可成之事。2021/1/112021/1/112021/1/112021/1/111/11/2021
。2021年1月11日星期一2021/1/112021/1/112021/1/11
❖ 15、会当凌绝顶，一览众山小。2021年1月2021/1/112021/1/112021/1/111/11/2021
❖ 16、如果一个人不知道他要驶向哪头，那么任何风都不是顺风。2021/1/112021/1/11 very much for taking me with you on that splendid outing to London. It was the first time that I had seen the Tower or any of the other famous sights. If I'd gone alone, I couldn't have seen nearly as much, because I wouldn't have known my way about.
人教新目标版英语八下Unit 1《What’s the matter》(Section B(第5课时
人教新目标版英语八下Unit 1《What’s the matter》（Section B（第5课时）教学设计一. 教材分析人教新目标版英语八下Unit 1《What’s the matter》主要介绍了日常生活中可能遇到的一些身体状况和心情变化，以及如何用英语进行表达。
本节课主要围绕Section B（第5课时）进行教学，该部分包括一个阅读对话和两个活动任务。
通过学习本节课，学生能够掌握有关身体不适和情绪变化的表达方式，提高日常生活英语应用能力。
二. 学情分析学生在学习本节课之前，已经掌握了基本的日常英语交流能力，能够运用所学英语进行简单的问答。
但部分学生对一些身体不适和情绪变化的表达方式还不够熟悉，需要通过本节课的学习进行巩固和提高。
此外，学生对于如何运用英语进行阅读理解还需加强训练。
三. 教学目标1.知识目标：–掌握有关身体不适和情绪变化的表达方式。
–能够运用所学英语进行阅读理解。
2.能力目标：–提高学生日常生活英语应用能力。
–培养学生阅读理解能力和团队合作能力。
3.情感目标：–培养学生关心他人、乐于助人的品质。
–增强学生自信心，提高学生学习英语的兴趣。
四. 教学重难点•掌握有关身体不适和情绪变化的表达方式。
•能够运用所学英语进行阅读理解。
•正确运用英语表达身体不适和情绪变化。
•提高阅读理解能力，理解对话中的情感变化。
五. 教学方法1.情境教学法：通过设定情境，让学生在实际语境中学习并运用英语。
2.互动式教学法：引导学生参与课堂活动，培养学生主动提问和回答问题的能力。
3.任务型教学法：通过完成任务，提高学生英语应用能力和团队合作能力。
4.阅读理解教学法：通过分析、讨论，提高学生阅读理解能力。
六. 教学准备1.教材：人教新目标版英语八下Unit 1《What’s the matter》。
2.多媒体设备：电脑、投影仪、音响等。
3.教学课件：制作与本节课相关的课件。
4.学习资料：相关身体不适和情绪变化的图片、视频等。
初中英语人教版八年级下册Unit1 What’s the matter
Unit1 What’s the matterTeaching aims:1. Enable the students to master the words about feelings” thirsty, hungry, ill, tired, happy and sad”.2. Enable the students to use the sentences” What’s the matter? I’m… Are you…? Come and have…”3. Enable the students to learn to help others.Key points and difficult points.1. Words: thirty, hungry, ill, tired, happy and sad2. Sentence structures: What’s the matter? I’m…Step1. Warming up1. Play the video about“ What’s the matter?”. There is a girl in the video who meets some problems in life. Students watch the video and find out the problems.2. Encourage the students to talk about the video and answer” What’s the matter with the girl?”3 .Lead into the topic: Unit1 What’s the matter?Step2. Presentation(1)1. Play a “showing game”.Encourage one stud ent to introduce the parts of the party.( Students say“ arm, leg, head and so on by pointing at them.”)2. Show four pictures to students in turns. Teach them” foot--feet, tooth--teeth(学生总结foot与tooth复数的变化规律。
人教新目标八年级英语下册教案：Unit1 What's the mat教案
Unit1 What’s the matter?复习课教学设计一、设计背景初中英语升学考试所涉及的知识面广，因而复习时需要扎扎实实打好基础，对课本的复习可以说是以“地毯式”搜捕的方式进行的。
教师要在有限的时间内完成如此大容量的复习任务，就必须要想方设法提高复习效率，让学生的复习取得事半功倍的效果。
我在复习中采用“知识递进式”复习法，用话题带动词句的使用，注重知识的综合运用。
二、设计理念本课是以“problems and advice”为话题的复习课，课堂上把主动权交给学生，以听说训练为主线，通过看、听、说、写等一系列教学活动，让学生运用所学知识来完成单词拼写、即时翻译短语、小组合作翻译句子，定时背诵语篇。
使学生获得最基本的英语听、说、读、写能力，并在教学中充分激发学生强烈的学习愿望。
在注重学生知识能力发展的同时，注重提高学生的人格修养，学会关心别人，帮助别人，达到培养学生互助的德育教育的目的。
三、教学目标设计用具体、明确、可操作的行为语言，描述本课的知识、技能、能力、方法、情感、态度、价值观等方面的教学目标。
Objectives: By the end of the session, most students will be better able to acquire the required information. This will be achieved by:1.Knowledge Objectives:1)Be able to master the pronunciation, meaning and spelling of the names of diseases: fever, sore throat, sore back; stomachache, headache, toothache, cold, cough;2) Be able to learn the expressions of giving advice: lie down and rest, drink hot tea with honey, see a dentist, take this medicine;3) Be able to talk about health problems by using “What’s the matter? I have a …” and give advice by using “You should…You shouldn’t…”2. Ability Objectives:1) Be able to talk about one’s health problems and give advice fluently;2) Be able to role play doctor and patient;3. Moral Objectives:1) Improve the cooperative spirit through pair work and role playing2) Care more about yourself and your family members’ health.四、教学重点难点设计由于本节课的话题是谈论健康，根据教学大纲的要求，学生需掌握有关疾病的单词，并能针对疾病提出合理的建议。
新人教版新目标八年级下册英语下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 . But sometimes our body may get ill. Howdo 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 words about the illnesses. Let’s learn ingroup.A．Demonstrate :No 1 read the sentences one by one. The others follow him/ her. When you read ,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 the picture .These students ger ill. Show thepictures 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 use the 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 use the nice intonations.3. Students work.4. Let students show their conversations.Step 8 Summarize and 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 has a 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 andheadache.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 conversation in 4c.2. and then ask them to work in groups. One student mimes a problem. The otherstudents in his/ her group guess the problem 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 ifnecessary.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.‟s health 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 driver does 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 along Zhanghua Road when the driver sawan 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 happened yesterday.2. If you are the passenger, write a diary about what happened 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，。
最新人教新目标八年级英语下册 Unit 1 What’s the matter？Section A 4a课件
Bob has a sore back. My advice: He should lie down and rest.
Practice makes perfect.
4c
熟能生巧。
Group work
Should I put some medicine on it? Yes, you should.
1. A: I hurt myself when I played basketball yesterday. What should I do? B: You should see a doctor and get an X-ray.
Jenny cut herself.
Advice: She should put some medicine on the cut.
Kate has a toothache.
My advice: She should see a dentist.
Mary and Sue have colds. My advice: They shouldn’t exercise.
Do you have a fever? Yes, I do.
Does he have a toothache?
Yes,he does.
He should see a dentist and get an X-ray.
What should she do? She should take her temperature.
Unit 1 What’s the matter?
What’s the matter? I have a stomachache.
You shouldn’ t eat so muc示患病
人教版八年级英语下册 Unit1 What's the matter单词讲解
U1单词讲解1.matter cn.问题，事情We have many matters to discuss.V.要紧，关系重大It doesn’t matter.没关系2.询问某人怎么了句型：What’s the matter (with sb.)?What’ wrong (with sb.)?What happened (to sb.)?What’ up?Is there anything wrong with sb.?患病表达：①have a cold感冒/have a fever发烧/have a cough咳嗽/have a headache头疼/have a stomachache胃疼/have a toothache牙疼have the flu患流感②have a sore throat喉咙痛/have a sore back背疼3.lie v.躺，躺下---lay---lain---lying lie down躺下V.撒谎---lied---lied---lyingn.谎言tell a lie to sb.=lie to sb.4.rest n.休息&v.休息rest=have a restadj.剩余的the rest of...5.break n.休息take a break=take breaksv.①打破break the window ②违背break the law/rulebreak up打碎break down出故障break out爆发break into闯入6.get off下车---get on上车（空间大：bus）get in上车----get out of下车（空间小：car）7.trouble n.问题，苦恼have trouble/difficulty/problems(in) doing sth.eg:I have trouble in learning English.get into trouble陷入麻烦get out of trouble摆脱麻烦V.麻烦trouble sb. to do sth.麻烦某人做某事8.right away立即，马上=at once=right now=immediately9.sick adj.生病的，有病的be sick=be ill 但是ill只能做表语adj.恶心的，厌倦的feel sick感到恶心10.b reathe v.呼吸---breath n.呼吸take a deep breath深呼吸11.b e used to doing习惯于做某事used to do过去常常做某事be used to do被用来做某事eg：I used to drive to work,but now I am used to taking a bus.12.r isk v.冒险risk doing冒险做某事n.风险，危险take a risk=take risks13.accident n.事故----accidental adj.意外的---accidently adv.意外地14.sb. run out of sth.用完，用尽sth. run out15.cut---cut---cut---cuttingcut off切除cut up切碎cut down砍倒，减少cut out删除，剪下cut in插嘴16.m ean---meant---meantmean to do打算做某事mean doing意味着做某事meaning n.意思What’s the meaning of...?=What does ... mean?=What do you mean by...?meaningful adj.有意义的---meaningfully adv.meaningless adj.无意义的---meaninglessly adv.17.i mportant n.重要性---important adj.重要的the importance of... ...的重要性18.d ecision n.决定---decide v.决定decide to do=make a decision to do19.c ontrol控制,管理---controlled---controlledbe in control在控制下be out of control失去控制20.d eath n.死，死亡---die v.死---dead adj.死了的---dying adj.垂死的eg:The dog’s death makes me sad.The dog died 3 days ago.The dog was dead when I found it.21.g ive up放弃give up doing give it/them upgive away捐赠give out分发give off发出（光、热等）give in屈服。
英语人教版八年级下册Unit 1 What’s the matter
Pairwork
2c Make conversations using the information in 2a and 2b.
A: What’s the matter? B: My head feels very hot. A: Maybe you have a fever. B: What should I do? A: You should take your temperature.
Conversation 4 Nurse: What’s the matter, Nancy? Girl: I _______________. have a toothache Conversation 5 Betty: What’s the matter, Judy? Ann: She ________________. has a sore throat
1a Look at the picture. Write the correct letter [a-m ] for each part of the body.
__ h arm __ a hand ___ d neck
g ear ___ e back ___ j head ___ ___ l leg ___nose ___ m k stomach
2. 胃疼 3. 背疼 4. 头疼 5. 喉咙疼 6. 发烧 7. 感冒 have a toothache have a stomachache have a backache have a headache have a sore throat have a fever have a cold
8. 躺下并且休息 9. 喝热蜂蜜茶 lie down and rest 10. 喝大量水 drink hot tea with honey 11. 看牙医 drink lots of water 12. 量体温 see a dentist 13. 看医生 take one’s temperature go to a doctor
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unit 1-5 What’s the matter 导学案课题Unit 1 Wh at’s the matter ?（第五课时）
主备人：审核人：八年级备课组授课人：备课时间：
【学习目标】
课标要求：
Talk about your health and give advice
目标达成：
Words: moment, at the moment，until,host family,hear
Sentences:
I study late every night, sometimes until 2 am.
学习流程：
【课前展示】
1.What do you usually do____weekends?
A. in
B. on
C. for
D. at
2. Do you go to the movies?
A. How long
B. How soon
C. How far
D. How often
3. The doctor always asks her to take____
A. more exercise
B. more exercises
C. many exercise
D. many
exercises
4. Michael goes to the library____a week.
A. sometimes
B. three time
C. some time
D. three times
5. Can you translate the sentence____Chinese?
A. in
B. into
C. to
D. as
6. No Student in our class____interested in documentaries．
A. is
B. are
C. has
D. have
【创境激趣】
小组讨论:如果你作为一名交换生到国外学习情况会如何
【自学导航】
自主探究,合作交流,展示汇报
小组讨论:如果你作为一名交换生到国外学习情况会如何
【合作探究】
三．自主探究,合作交流,展示汇报
合作探究.解决1 中的疑问
【归纳总结】
how long, how often, how soon的用法
这三个搭配均可表示“多久”的意思，但它们意思有区别。
现解释如下：
一、关于how long的用法
how long有以下两个主要意思：
1. 表示多长时间，主要用来对一段时间(如three days, four weeks 等)提问。
如：A：How long did he stay here? 他在这儿呆了多久?
B：About two weeks. 约两个星期。
A：How long does it take to get to London from here? 从这里到伦敦要多长时间? B：At least ten hours. 至少要10个小时。
2. 表示某东西有多长。
如：
A：How long is the river? 这条河有多长？
B：About 500 km. 约500千米。
二、关于how often的用法
how often 指每隔多久，主要用来对频度副词或状语(如：once a week, three times a month 等)提问。
如：
A：How often does he come here? 他(每隔)多久来一次?
B：Once a month. 每月一次。
A：How often do you visit your mother? 你多长时间看你妈妈一次?
B：Once a week. 一周一次。
三、关于how soon的用法
how soon 指再过多久，主要用来对表示将来的一段时间(如：in an hour, in two weeks 等)提问。
如：
A：How soon will he be back? 他要多久才回来?
B：In an hour. 1 小时以后。
A：How s oon shall we know the results? 我们多久能知道结果?
B：I don’t know. 我不知道。
【板书设计】
A：How often does he come here? 他(每隔)多久来一次?
B：Once a month. 每月一次。
A：How often do you visit your mother? 你多长时间看你妈妈一次?
B：Once a week. 一周一次。
【教学反思】
The pupils can learn the song very fast and sing the song very well. My hard working is not in vain. The students enjoyed having the match very much.。