新目标八年级下册教案Unit1 What’s the matter

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新版2014新目标英语八年级下册Unit1What's the matter教案(完整)

Unit 1 What’s the matter?The First Period (Section A 1a-2d)Teaching Aims1. Knowledge Objects(1) Function:①Learn to describe and talk about the health problems and accidents.②Learn to give others some right advice according to their problems.(2)Key Vocabulary: matter, sore, throat, stomachache, foot, neck, stomach, fever, lie, rest, cough, toothache, headache, have a sore back, have a stomachache, have a cold, lie down, see a dentist, get an X-ray, take on e’s temperature, have a fever, have a headache, take breaks, in the same way, go to a doctor (3)Target Language:①What’s the matter? I have a stomachache./ I have a sore back. / I have a cold.②She has a very sore throat.③My head feels very hot.④What should I do?⑤I think you should lie down and rst.(4)Structure:①have a+ the names of the illnes s②should+verb2. Ability ObjectsEnable students to talk about health problems and give advice with the language points.3. Moral Objects(1)Improve the cooperative spirit through pair work and role playing.(2)Students care more about themselves and their family members’ health.Teaching Key Points1. Learn and master the parts of the body, the names of the illness and the expressions of giving advice.2. Learn to talk about health problems by using “What’s the matter? I have a…” and give advice by using “should”.Teaching Difficult Points1. Learn to talk about health problems by using “What’s the matter? I have a…”.2. Learn to give appropriate advice to the certain health problems.Teaching MethodsTask-based language teaching method, the cooperative learning method, and multimedia-assisted teaching and learning method.Teaching AidsThe picture about illness; PPT.Teaching ProceduresStep 1 Warming-up (about 2 minutes)Sing the English song If you’re happy.Step 2 Presentation (about 6 minutes)T: This is really a beautiful song. What can you do if you are happy?Ss: Clap our hands and stamp our feet.T: Yes. Hands and feet are parts of our body; do you know other parts of our body in English?Ss: Eye, head…T: You’re great. Today, let’s learn the names of thee body parts.The teacher touches the parts of the body one by one and says them. While teaching each one, let students touch or show it.Present a picture of Pan Changjiang on the screen. Let students say each part of the body.Work on Section A 1a.Play the game: Touch the parts of your body. Let the whole class touch the parts of their body when teacher say: Touch your…Ask eight students 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’s in the front is the winner.Step 3 Presentation and Practice (about 8 minutes)The teacher mimes having a stomachache with an action of touching his stomach, and asks, “What’s the matter?”(Write it on the blackboard), then says, “I’m not feeling well, I have a stomachache.”(Students repeat with teacher.)Then show some pictures on the screen and ask students to practice.Have students look at the picture and ask: What can we say to him?Ss: What’s the matter?T: Yes. And what should the boy say?Ss: I have a stomachache.Let students repeat with other pictures about other illness.Ask some students to use gestures to show the illness, and have others to guess.Make a model dialogue. (S1 does an action to express an illness.)T: What’s the matter?Ss: He/ She has a headache.Let students practice other illness.A: What’s the matter?B: He/ She has a headache/ toothache/ a sore back/ a sore throat/ a cold and a cough.Show other pictures, and ask students to talk about health problems of the persons in the pictures inpairs.Step 4 Listen and Say (about 8 minutes)Work on Section A 1b, listen and number the names [1-5].Have students look at the picture and read 1c, and tell students that the girl talked too much yesterday and she has a very sore throat now. Then ask them look at the picture, practice saying other problems. For example: The boy eats too much ice cream and has a stomachache.Have students work in pairs according to 1c and ask some pairs to act out their conversations.Step 5 Presentation (about 5 minutes)Teacher pretends to cough and asks:T: What’s the matter with me?Ss: Do you have a cough/ a sore throat?T: Yes, I have a sore throat. Can you give me some advice? What should I do?Ss: You should drink hot tea with honey/ shouldn’t talk too much/ go to a doctor…(Students can give different advice as they like)Show different pictures to students, have them practice in pairs.S1: What’s the matter with him/ her?S2: Yes, he/ she has a/ an toothache/ fever/ headache…(Teach the new words)What should he/ she do? S2: He/ She should go to see a dentist/ lie down and rest/ drink a lot of water./ see a doctor… He/ She shouldn’t drink cold water/ play basketball…Work in groups, and have students role-play between a doctor and a patient. Ask them to talk about the health problems and give advice in groups.Step 6 Practice (about 7 minutes)Do 2a. Have students listen and number the picture [1-5]in the order they hear. Then check the answer. Play the tape again for the students and let them do 2b by themselves.Have students listen again and match the problems with the advice. Then play it again and check the answers.Do 2c. Pair work. Let students read the conversations in 2c first. Then work in pairs, make a new conversation according to 2a and 2b. For example:A: What’s the matter?B: My back feels terrible.A: Maybe you have headache. You should see a doctor and get an X-ray.B: That’s a good idea.Show more pictures and let students make more conversations.Step 7 Expansion and Extension (about 5 minutes)Role-play the conversation.First, have students to role-play the conversation in 2d in groups and choose the best.In groups, students discuss the language points and solve the problems. The teacher walks around and gives them some help if they need.Work in groups. Have students do a survey in groups about their health problems, then discuss in groups and give some right advice and make a new conversation.Ask each group to report their conversations.Step 8 Summary (about 3 minutes)Ask students to sum up the parts of a body and the names of illness.Help students to sum up how to give advice by using “should” and “shouldn’t”, then ask them to give the right advice about different problems.Step 9 Homework (about 1 minute)Give advice to the following problems as much as possible: sore throat, toothache, headache, cold. Then choose one to make a dialogue with your partner.Search on the internet about more advice of different health problems and accidents.Blackboard DesignUnit 1 What’s the matter?The First Period (Section A 1a-2d)What’s the matter? I have a stomachache/ sore throat/ a cold.She/ He has a very sore throat.My head feels very hot.What should I/he/she do? You should/ shouldn’t…第一课时作业设计一、根据句意、汉语意思和首字母提示完成句子。

Unit1What’sthematter？SectionA1a-2d教案

3.重点难点解析：在讲授过程中，我会特别强调一般现在时态和词汇短语的正确使用。对于难点部分，我会通过对比和实际例句来帮助大家理解。
（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场景中使用目标语言进行沟通。
在学生小组讨论环节，学生们积极参与，提出了很多有价值的观点。通过讨论，他们不仅巩固了所学知识，还学会了如何与他人合作、沟通交流。但我也发现，部分学生在讨论过程中较为内向，不够积极主动。为了鼓励这些学生，我将在今后的教学中更加关注他们的表现，给予更多的鼓励和支持。
最后，总结回顾环节，学生们能够较好地掌握今天的学习内容，但在实际运用中仍存在一些问题。为了帮助学生们更好地消化吸收所学知识，我计划在课后布置一些相关的练习，巩固他们对词汇和语法的掌握。
五、教学反思
在今天的教学过程中，我发现学生们对于《Unit 1 What’s the matter？Section A 1a-2d》这一章节的学习表现出较高的兴趣。他们在学习如何用英语询问和描述身体状况时，积极互动，课堂氛围良好。以下是我对今天教学的一些思考：
首先，通过提问方式导入新课，学生们能够迅速进入学习状态，对课程产生好奇心。这种方式有助于激发学生的学习兴趣，使他们更愿意参与到课堂活动中。
（二）新课讲授（用时10分钟）
1.理论介绍：首先，我们要了解如何用英语询问和描述身体状况。这涉及到一般现在时态和相关的词汇短语。它们是进行有效沟通的关键，帮助我们关心他人并表达自己的需求。
2.案例分析：接下来，我们来看一个具体的案例。这个案例展示了如何在实际对话中使用目标词汇和句型，以及如何根据他人的回答提供适当的帮助。

人教新目标八年级英语下册教案Unit1Whatsthemat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 spellingof the names of diseases: fever, sore throat, sore back; stomachache, headache, toothache, cold, cough; 2) Be able tolearn the e某pressions 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 “Youshould?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 playing 2) 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。

新版新目标英语八年级下册Unit-1-What's-the-matter--教学设计-教案

Unit-1-What's-the-matter--教学设计-教案教学准备1. 教学目标Knowledge aims:1.The students will be able to learn the words and phrases: matter, sore, have a cold, have a stomachache,foot, neck, stomach, throat, fever, lie down, rest, cough, X-ray, toothache, ta ke one’s temperature, headache, have a fever.2.The students will be able to use the expressions:What’s the matter with...? I have a fever.What should ...do? You should lie down and rest.Ability aims:1.The students can use the questions to get information to improve their listening and speaking abilities.2.To train the students’ cooperation with t heir partners.Emotional aims:To train the students to care about others and give advice.2. 教学重点/难点Teaching important points:The students can talk about their problems and give others advice.Teaching difficult points:The students can ask questions to get information to improve their listening and speaking abilities.3. 教学用具多媒体、板书4. 标签教学过程Step1 Warming up1.Let Ss listen and sing the song2.Help Ss understand the song.Students’ activities1.Ss listen to the song first.2.Understand the song with the help of theactions.3.Learnto sing together and enjoy the beautiful song.Step 2 Lead inT shows some pictures and teach:T: What’s the matte r with you?2.Help Ss to understand:Have a+疾病名(表示患什么病)3. T showsmore pictures and teach:What’s the matter with him/ her? What should he/she do? Students’ activitiesSs answer the questions and learn the newwords in this period.1.S: I have a cold/ headache.2.Ask and answer in pairs课后习题1. Oral workRecite the conversations.2. WrittenworkCopy the new words twice.Maketwo new conversations and write them down. 板书。

人教新目标版英语八下Unit 1《What’s the matter》(Period 5)教学设计

人教新目标版英语八下Unit 1《What’s the matter》（Period 5）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》（Period 5）主要围绕询问和描述身体状况和情感状态展开。

本节课的主要内容包括学习如何用英语询问别人的身体状况和情感状态，以及如何用英语描述自己的身体状况和情感状态。

教材通过丰富的情景对话和活动，帮助学生巩固和运用所学知识，提高他们的语言运用能力。

二. 学情分析学生在进入本节课之前，已经掌握了基本的日常英语交流用语，能够进行简单的自我介绍和询问他人。

但是对于描述身体状况和情感状态的词汇和表达方式还不够熟练。

因此，在教学过程中，需要关注学生的个体差异，因材施教，引导他们积极参与课堂活动，提高他们的语言运用能力。

三. 教学目标1.能够熟练运用所学词汇和句型询问和描述他人的身体状况和情感状态。

2.能够正确理解和使用情态动词“can”来描述自己的能力。

3.提高学生的英语听说能力和团队协作能力。

4.培养学生的关心他人、互相帮助的良好品质。

四. 教学重难点1.掌握描述身体状况和情感状态的词汇和表达方式。

2.正确使用情态动词“can”来描述自己的能力。

3.在实际情景中运用所学知识进行交流。

五. 教学方法1.情境教学法：通过设置真实的情景，让学生在实际交流中掌握所学知识。

2.交际法：鼓励学生积极参与课堂互动，提高他们的听说能力和团队协作能力。

3.任务型教学法：通过完成各种任务，让学生在实践中运用所学知识。

4.游戏教学法：通过设计有趣的游戏，激发学生的学习兴趣，巩固所学知识。

六. 教学准备1.准备相关的图片、卡片、道具等教学辅助材料。

2.设计好各种教学活动和文化背景知识介绍。

3.准备好多媒体教学设备，如投影仪、电脑等。

七. 教学过程1.导入（5分钟）通过播放一段关于人物情感状态和身体状况的短片，引导学生关注本节课的主题。

教师提问：“Can you guess what’s the matter with the characters in the video?”，让学生发表自己的看法。

人教版新目标初中英语八年级下册《Unit1 What’s the matter》教学设计

教学过程设计：Step 1. Warming up1.Play the video about “What’s the matter ? ”. There is a girl in the videowho meets some problems in life. Students watch the video and find out theproblems.2.Encourage the students to talk about the video and answer “What’s the matterwith the girl? ”3.Lead into the topic: Unit1 What’s the matter ?.【设计说明】用多媒体课件直观、生动，而且视频内容感染着学生，有助于激发他们的学习兴趣。

Step 2. Presentation（I）1.Play a “showing game”. Encourage one student to introduce the parts of the body.(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。

)3.Do with 1a .1) . First talk about the picture in 1a with the two questions.① What can you see? ② What else can you see ?2). Students read aloud and remember them .3). Write the correct letter (a--m) for each part of the body.4). Correct out the answers. (处理1a之前让孩子们预先讨论1a图片，这就为处理1a搭好了脚手架。

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，。

人教新目标八下教案：Unit1 What's the matter(Section A Grammar Focus--4c)

课题：Unit 1 Section A Grammar Focus--4c 备课日期：2014、2、20 编号：03学习目标1. Summarize the grammar and practice them.2、Enable the students to do things using the target language and the grammar.3、Learn to look aft er yourself and others.重点Aim s 1& 2 难点Make conversations with thesentence structures in thegrammar focus.教材分析与教法设想本节课主要是总结本单元的主要句式，熟练运用询问和表达身体的种种不适，并给予适当的建议的句型。

对这部分应让学生先独立完成，再核对答案，纠正他们的错误，以加深记忆和理解。

小组合作完成知识点总结，教师给予补充。

除完成课本上的练习，要适当拓展，让学生练习会话，表演等。

达到熟练运用目标语言的目的。

板书设计Unit 1 What’s the matter?Section A Grammar Focus--4c1.have a(an) +疾病名词/ have a sore+ 身体部位，表患病，2.be/feel +形容词，表不适，3.hurt /cut/ break +具体部位，表伤害，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表达建议导学过程学习过程教学过程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 he r finger, break his arm, hurtmyself, cut himself, cut one’s knee, hurt one’sbacktake /get 表示诊治：take one’s temperature, take some med icine, getan X-ray,用see或者go to …表达就医:See a doctor, see the dentist , go to the doctor, goto 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, youshould./ No, you shoul dn’t.Di ctation for the word and expressions in 3a.小组读Grammar Focus中的句子并翻译.总结所学语法，并造句。

Unit1What'sthematter人教版英语八年级下册教案

（2）关键句型：如"What's the matter?"、"I have a..."、"You should..."等，这些句型是本章的核心句型，学生需要熟练掌握并能在实际情境中运用。
（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。

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，。

新版人教新目标版八年级英语下册Unit1What’sthematter教案

Unit 1 What’s the matter?教学目标：1语言目标：描述健康问题的词汇，及如何根据别人的健康问题提建议。

2 技能目标：能听懂谈论健康问题的对话材料；能根据别人的健康问题提建议；能写出重点单词和重点句型，并能描述怎样对待健康问题。

3 情感目标：通过开展扮演病人等活动，培养学生关心他人身体健康的品质。

通过本课的阅读，培养学生处理紧急事件的基本能力，树立紧急事件时互相帮助的精神。

教学重点：短语：have a stomachache, have a cold, lie down, take one’s temperature,go to a doctor, get off, to one’s surprise, agree to do sth., get into trouble, fall down, be used to,run out (of), cut off , get out of, be in control of , keep on (doing sth.), give up句子：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.3 Do you have a fever? Yes, I do. No, I don’t.I don’t know.4 Does he have a toothache? Yes, he does.He should see a dentist and get an X-ray.5 What should she do? She should take her temperature.6 Should I put some medicine on it? Yes, you should No, you shouldn’t.教学难点：掌握情态动词should \shouldn’t. 的用法学习have的用法课时划分：Section A1 1a – 2dSection A2 3a-3cSection A3 Grammar focus-4cSection B1 1a-2eSection B2 3a-Self checkSection A 1 (1a – 2d)Step 1 Warming up and new words1. Look at a picture and learn the parts of the body.2. New words and phrases.Step 2 Presentation1a Look at the picture. Write the correct letter [a-m] for each part of the body.___arm ___ back ___ ear ___ eye ___ foot ___hand ___ head ___ leg ___ mouth___ neck ___nose ___ stomach ___ toothKeys: h e g i h a j l c d m k fStep 3 Listening1b Listen and look at the picture. Then number the names 1-5Listen to the conversations again and fill in the blanks.Conversation 1Nurse: What’s the matter, Sarah?Girl: I ___________.Conversation 2Nurse: What’s the matter, David?Boy: I _________________.Conversation 3Nurse: What’s the matter, Ben?Boy: I _________________.Conversation 4Nurse: What’s the matter, Nancy?Girl: I _________________.Conversation 5Betty: What’s the matter, Judy?Ann: She __________________.Keys: have a coldgot a stomachachehave a sore backhave a toothachehas a sore throatStep 4 Speaking1c Look a t the pictures. What are the students’ problems? Make conversations.ExamplesA: 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.A: What’s the matter with Sarah?B: S he didn’t take care of herself on the weekend. She was playing with her friends at the park yesterday. Then it got windy, but she didn’t put on herjacket. Now she has a cold.Step 5 Guessing gamesGuess what has happened to the students by using the important sentences.Step 6 Listening2a Listen and number the pictures [1-5] in the order you hear them.Keys: 2 4 3 1 52b Listen again. Match the problems with the advice.1 fever a lie down and rest2 stomachache b drink some hot tea3 cough and sore throat c see a dentist and get an X-ray4 toothache d take your temperature5 cut myself e put some medicine on itKeys: d a b c eStep 7 Speaking2c Make conversations using the information in 2a and 2bA: 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.Step 8 Role–play1. Imagine you are the school doctor. A few students have health problems. Role-playa conversation between the doctor and the students.2d Role –play the conversation2. Answer the questions.1) What’s the matter with Lisa?2) Did she have a fever?3) What did she do on the weekend?4) What does she need to do?5) What should she do for now?6) What should she do if things don’t get better?Keys: She has a headache and can’t move her neck.No, she didn’t.She played computer games all weekend.She needs to take breaks away from the computer.She should lie down and rest.She should go to a doctor.Step 9 Language points and summary1. What’s the matter?What’s the matter? 与What’s wrong? 同义，均意为“怎么了？”，常用来询问疾病、事故伤害等。

(完整word版)人教版新目标八年级英语下册全册电子版教案,推荐文档

人教版新目标（新）八年级下册电子教案Unit 1What's the matter?第一课时Section A (1a-2d)1.重点单词：matter，back，sore，throat，stomachache，foot，neck，stomach，fever，lie，rest，cough，Xray，toothache，headache2．重点短语：have a sore throat，have a stomachache，have a cold，lie down，take one's temperature，have a fever，go to a doctor3．重点句式：—What's the matter?—She talked too much yesterday and didn't drink enough water.She has a very sore throat now.You should drink some hot tea with honey.It doesn't sound like you have a fever.You need to take breaks away from the computer.I think I sat in the same way for too long without moving.If your head and neck still hurt tomorrow，then go to a doctor.1．重点短语和句型2．询问对方身体状况的句型及答语询问对方身体状况的句型及答语一、预习课本P1-2新单词并背诵，完成下面的汉译英。

1．问题____________ 2.背部____________3．疼痛的____________ 4.嗓子____________5．胃痛____________ 6.脚____________7．脖子____________ 8.胃____________9．发烧____________ 10.平躺____________11．休息____________ 12.咳嗽____________13．X光____________ 14.牙疼____________15．头疼____________二、认真预习1a-2d找出下列短语和句型。

人教新目标八下教案：Unit1 What's the matter(Section B (1a-1d))

课题：Unit 1 What’s the matter? Section B (1a-1d) 备课日期：2014.2.24 编号：04学习目标重点(1) Words and expressions:(2) Train and develop the students’listening and speaking ability.And how to deal with problemscalmly难点Understand the listening text andimprove their listening skills.教材分析与教法设想板书设计教学过程导学过程学习过程Step1. Warming upTaskT: You know, there are lots of problems in ourlife. If you are a doctor, please tell us how tosolve the problem. I will divide you into 9groups. Please work in groups. And thenchoose one of you to report your ideas.The following are the problems:I have a toothach e.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 he adache.T encourages the students to give advice asmuch as possible.Step2. Presentation1.Show some pictures on the screen,discuss the accidents with the students,teaching the new words: cut oneself, cutone’s hand / finger, fall down ,cut one’sknee, have a nosebleed, have problemsbreathing, get hit by a ball, get hit onthe head ,hurt one’s back or arm, getsunburned and so on.2.Let students do 1a individually. Thencheck the answers by asking a studentsto say out the answers.3.Have students describe the actions whatReport:If you have a headache,you should go to bed early.You should see thedoctor. You should eatsome medicine.You shouldn’t washyour face with cold water.You shouldn’t sleep late.You shouldn’t swim.…..Let students do 1aindividually. Thencheck the answers b yasking a stu dents tosay out the answers.Listen to the school nurse.Check the problems youhear. Play the recordingtwice, then check theanswersyou should do when the accidentshappen in order, using first, next, thenand so on.Step4.Practice1d. Role-play a conversation between the nurse and the teacher. Use the information in 1b and 1c. First let studen ts 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. Role-play a conversation between the nurse and the teacher.Remember 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.教本节课听力内容较为简单，因此可用一部分时间对上节课。

Unit 1 What’s the matter Section

A.an accident
B.a good deed
C.a sad thing happening on a bus
2.Careful-reading
Guide the students to read the passage carefully by finishing the following tasks :
新目标英语八年级下册教学设计
课题
What’s the matter? Section A
Period II 3a-3c
单元
Unit 1
学科
英语
年级
八年
教材分析（语篇研读）
本课是一节阅读课，其中3a-3c的活动利用公交车司机停车救人的故事提高学生的阅读技能，学习更多的阅读技能，学习更多相关的语言表达，为后面的语法总结与学习作铺垫，并通过课堂讨论进行情感态度价值观的教育。
2.Finish off the exercises to check the new words .
get off , hit , trouble , to my surprise , passengers
(1)He often helps others and he isn’t afraid to get into _______ .
•与老师打招呼问候。
•通过图片展示讨论健康问题，并给出建议。
使学生进入学习状态，引起学习兴趣。
讲授新课
Step 1Check the new words and phrases of 3a-3c
1.Make sure the Ss can read them ouoff , to one’s surprise, onto , trouble , hit , right away , get into .

人教新目标八年级英语下册Unit 1 What’s the matterPart A教案

Unit 1 part A 教案4【教学目标】Knowledge objectiveGet the students to be able to know the new words and expressions they learnt in this part Master key sentencesMoral objectiveTo be glad to listen to others’ opinions and develop interest【教学重点】learn new words and expressions【教学难点】consolidate the new words and expressionsarise discussion and guide students to ask questions and find answers on their own 【教学方法】PWP method, task-based method and interactive approach【教学手段】A tape recorder, multimedia and some pictures【教学过程】Teaching Procedures:Step 1 PresentationLook at the picture. Discuss what happened and then what we should do.Teacher: What happened in the picture.Students:Teacher: What should we do to help them?Students:Teacher: Did the bus driver help them?Students:Step 2 Reading3a Read the passage and answer the following questions.Do you think it comes from a newspaper or a book? How do you know?Did the bus driver help the man and the woman?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 hospitalright away.4 ____ The passagers on the bus did not want to go to the hospital, so onlyWang Ping went with the woman and old man.5 ____ Some passagers helped to get the old man onto the bus.6 ____ The old man got to the hospital in time.Step 3 Speaking3c Discuss the questions with a partner.Step 4 Languages points1. ... when the driver saw an old man lying on the side of the road.……这时司机看到一位老人正躺在路边。

人教新目标八下教案：Unit1 What's the matter(Section B 2a-2e)

Step2. Lead-in and Presentation
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)

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Unit1 What ’s the matter
Period One (Section A:1a-1c )
Teaching aims: 1.Knowledge aims:
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 stomach./I have a sore back./I have a cold.
He/She has a sore throat.
课时安排5课时
2.Ability aims: Learn how to talk about health problems
3.Emotion aims: Let the Ss know keeping healthy is important Important & difficult points:
Learn how to talk about health, use have to talk about health problems Teaching aids: recorder, computer
Teaching design:
Period 2(SectionA 2a-2c)
Teaching Aims:
Knowledge aims: 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.
Ability aims: 1. Learn some advice to keep healthy.
2. Learn to give others some advice according to their matters. Emotion aims: 1. Learn to live in a healthy way.
2. Learn to take care of others and themselves.
Teaching Key Points & Difficult 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. Learn how to take care of themselves and others.
Teaching design: Suggestions
Period 3 (SectionA 3a-4)
Teaching Aims:
Knowledge aims: 1. Review the names of the matters: cold, headache, toothache,
stomachache, sore throat and so on.
2. Learn the words “ ago, illness, advice, so”.
3. Continue to learn how to give advice to others.
4. Continue to learn the knowledge of keeping healthy.
Ability aims: 1. Learn to use the sentences: “-When did it start?
-About …ago.”
“ Yes , I think so.”“ I hope you feel better soon.”
“ -Do you have a /an…?
-Yes, I do./ No, I don’t.”
2. Continue to learn how to give others advice.
Emotion aims: 1. Continue to learn how to live in a healthy way.
2. Learn to be kind to others and give others more cares.
Teaching Key Points & Difficult Points:
1.How to learn the new words and master the words that have
learnt.
2.How to master these sentences to communicate with others
fluently.
3. How to make the Ss live in a healthy way and help each other when they are in trouble.
Period 4 (SectionB 1a—2c,4)
教学内容与分析
Teaching content: The 4th period section B: 1a, 1b, 2a, 2b, 2c ,4
Teaching aims:
Knowledge aims:
①To master the new words:
thirsty, stress, (be) stressed out, early, problem, medicine, weak, late
②To master the new sentences:
What’s the matter with Gina?
She is tired.
She should go to bed early. She shouldn’t go to the party.
Ability aims:
Students can tell their problems and find some ways to solve their problems. Emotional aims:
A good health is much more important than anything. So everyone should
take good care of themselves and their families.
Key points:
How to give advice about the problems of their body.
Difficult points:
How to give advice when one’s unhealthy.
Period 5 (SectionB 3a—3c, selfcheck)
教学内容与分析:
Teaching content: The 5th period section B: 3a, 3b, 3c, selfcheck
Teaching aims:
Knowledge aims:
⑴To master the words: traditional, yin, yang, weak, Dangshen, Hangqi, herb,
angry, tofu, medicine, western, everybody, get, few, a few, stay, important, balanced, diet, moment, late, until, dear, host family, yesterday, hear.
⑵To understand the healthy lifestyle.
Ability aims:
Learn how to give advice.
Emotional aims:
A healthy lifestyle can make one healthy, so try to lead a healthy life.
Key points:
To master the new words.and to give the advice.
Difficult points:
To master the new words.and to give the advice.
Teaching tools: tape, some pictures。