人教版2018八年级英语下册第一单元学案
优品课件之2018届新版八年级英语下册Unit 1教案
2018届新版八年级英语下册Unit 1教案Unit 1 What’s the matter? Period 1 Section A (1a-1c) 主备: 审查：使用：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-up Sing an English song: If you’re happy and you know it, clap your hands. Step 2 Word study 1. T: Are you happy? S: Yes, we are. T: When we’re happy, we can clap our hands and stamp our feet. Hands and feet are parts of our body, do you know other parts of our body in English? 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 1a 5. Play a game: Touch the parts of your body Let the 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 theteacher tells them: Touch your…if one does wrong, l et him or her go back, the last one who in the front is the winner. Step 3 Presentation and Practice 1. T: Are you happy? Ss: Yes, we are. T: When there’s something wrong with your body, are you still happy? Ss: No. T: Look at the picture, is he happy? 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 pairs 4. T: Suppose there is something wrong with your body, please use gestures to show it .You may say: I have a headache. I have a sore throat. 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 Illness stomach stomachache tooth toothache head headache back a sore back throat a sore throat cold, 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 say Work 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 Chant Head, head, I have aheadache. 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. Summary After Class: Period 2 Section A (2a-2d) 主备:杨秀兰审查：使用：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, have a 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-up Enjoy and sing an English song: Head andshoulders knees and toes Head and shoulder knees and toes Knees and toes, knees and toes, Head and shoulder knees and toes Eyes, ears, mouth, nose (Repeat 4 times) Step2. Greeting and revision 1. 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 h ealth, there will be something wrong with our body. Now , look at these people.2. Revision T: (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. Presentation Guessing game T 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 icecream/shouldn’t drink cold water /lie down and rest / shouldn’t play basketball/ should drink a lot of water./should se e a doctor… Step4. Practice Do 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 !A: What’s the matter? B: I have a … A: Maybe you should …but you shouldn’t… B: That’s a good idea. Step5. Role-play the conversation 1. 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 neck All weekend Take breaks away from the computer Sit in the same way for too long without moving 5. 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. Task Work in groups and discuss how to keep ourselves healthy. Should Shouldn’t Report: To keep healthy, we should… we shouldn’t… Step6 Homework 1. 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/toothache lie down andrest ,see a dentist and get an X-ray take one’s temperature , take breaks,hurt 2.Sentences: A: What’s the matter? B: I have a … A: Maybe you should …but you shouldn’t… B: That’s a good idea. Summary After Class:Period 3 Section A (3a-3c) 主备: 审查：使用：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)Reading 2、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, getinto ,bus No.26, see sb. doing sth. , shout for help, thanks to, (2)Reading Teaching Difficult Points:Train and devel op the students’ reading ability. Teaching Methods： 1. Talking method. 2. Discussion method. Teaching Aids: CAI, A tape recorder. Teaching Procedure: Step1. Warming up Chant: I have a headache Head, 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. Revision T: 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. (Tur n to S2) What’s the matter with you? S2: I have a/an... S1: Maybe you should /shouldn’t (2)That’s a good idea. ( Turn to S3) … Step3. Presentation 1. Show the picture of accident in 3a and the title of the passage.Have a discussion about 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 aw ay, get into Step4. Reading 1. 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 Passeng ers’ reaction Result Discuss 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 points Have 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 bus Expressions 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 trouble Step6 Homework Memorize the words and expressions. Finish offthe 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 bus Expressions 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 manin 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 trouble Summary After Class:Period 4 Section A (Grammar Focus-4c) 主备:杨秀兰审查：使用：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. Revision Check the homework. Have the students write the word and expressionsin 3a. Step2. Grammar focus Have the students read the sentences in Grammar Focus. And then sum up the grammar: havea(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,/tired get 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 back take /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 adoctor, 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. Practice 1.4a.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. Miming 4c. 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.Homework T: Suppose you have a cold, write about what you should 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 s houldn’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 Summary After Class:Period 5 Section B (1a-1d) 主备:杨秀兰审查：使用：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 bya 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 up Task T: 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 water. You shouldn’t sleep late. You shouldn’t swim. ….. T encourages the students to give advice as much as possible. Step2. Presentation Show 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, haveproblems breathing, get hit by a ball, get hit on the head,hurt one’s back or arm, get sunburned and so on. Let students do1a 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.Listening 1.1b. 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.Practice 1d. 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.Exercises Show some exercises on the screen and Ss do them carefully. Then check the answers. Step 6.Homework 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. 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 sunburned Summary After Class:Period 6 Section B (2a-2e) 主备:杨秀兰审查：使用：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. Revision Show some pictures on the screen and revision the accidents or problems that can happen when we do sports. Step2. Lead-in and Presentation Play 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. 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) 2.2c. Read the passage and circle TRUE, FALSE orDON’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 strategies Finding 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。
人教版2018八年级英语下册第一单元学案
人教版2018八年级英语下册第一单元学案Unit1illpeplehaverbts?SetinA一、教师寄语：nfideneinurselfisthefirststepntheradtsuess 自信是走向成功的第一步。
二、学习目标：nledgegals（知识目标）rds≈phrases:rbt,paper,less,feer,ill,pllutin,et Targetlanguage:illpeple…?es,theill/N,then’tThereillbe…Graar:．学习并掌握ill构成的一般将来时态的陈述句、否定句、疑问句及回答2学习并掌握Therebe句型的一般将来时3re,less,feer的用法Abilitgals（能力目标）：用一般过去时、一般现在时和一般将来时谈论过去、现在和将来发生的事情。
--illtherebelesspllutin?--N,theren’tThereillberepllutin--illtherebefeertrees?--es,thereillidsn’tgtshlidsillstudathenputersEtingals:通过本的学习，对未来进行预测。
2让学生在学习中学会交流、合作，体验学习成就感。
三、教学重难点◆重点由ill构成的一般将来时态的句式。
◆难点1re,less,feer的用法。
2therebe句式的一般将来时态thereillbe…四、学习过程、预习导学及自测A英汉互译污染_________2空闲时间______________3nputers___________4studathe______in100ears____________6befree_________B用re，less，feer填空：Thereillbe________________（更多的建筑）in0ears 2Thestudentsillhave_______________（更少的家庭作业）td3Thereillbe________________（更少的污染）here4．idsillhave________________（更少的计算机）intheirlassrThereillbe________________（更多的图书馆）inthisit6Thereillbe________________（更少的树）inthepar2、语法小结：一般将来时)一般将来时由“助动词ill+动词原形”构成，表示将来某个时间要发生的动作或存在的状态，常与表示将来的时间状语连用，如：trr，nextee，nextear，inthefuture等。
2018人教版新目标初二英语下册Unit 1 What's the matter单元教案
人教版初中英语八年级下册第一单元What’s the matter?第一课时Section A (1a-2d)教学设计I. Teaching content(教学目标):1a-2dII. Teaching aims（教学目标）1. Talk about health, problems and accidents.2. Give advice.III. Teaching important points（教学重点）1. Words: parts of the body2. Sentences:I have a headache. You should go to bed.He has a stomachache.He shouldn’t go to bed.She has a toothache.She should see a dentist.IV. Teaching difficult points (教学难点)How to talk about health problems and give advice.V. Teaching steps（教学步骤）1. Warm-up and review（课堂热身和复习）(1) New term greetings （新学期问候）T: Nice to see you again, everyone! All of you look so well. Did you enjoy your winter vacation?Ss: Yes.T: Can you tell me something interesting you did during the winter vacation?(老师可以鼓励学生给出尽可能多的答案)T: Oh. What an interesting vacation! I am sure you enjoyed yourselves very much, but I was ill during the holiday. Today, we’ll talk about “Unit 1: What’s the matter?”T: First, let’s review the parts of the body.Have Ss look at the picture and teach the new words.T: Let’s play a game.2. Work on 1aT: Look at the picture. Write the correct letter [a-m] for each part of the body.3. Presentation（呈现新知识）T: Now, they are at the doctor’s. Let’s see. What is the matter with them? We can also ask, What’s wrong with them?T: (help Ss answer) He has a cold.T: What should he do?T: He should take some medicine.教师用同样的方法教授其他疾病及相关的建议：1. 胃/肚子疼2. 脖子疼3 头疼4. 嗓子疼, 喉咙疼5. 背疼 6. 感冒7. 发高/低烧 8.咳嗽9.牙痛4. Work on 1cPresent the picture and have Ss to do the pair work.总结各种疾病及如何给出建议和句型。
人教版英语八年级下册unit1全单元教案
人教版英语八年级下册unit1 1a-1c 主备人：年级：__八学生课堂学习情况反馈教学反思学标教目矢口识目标Learn to describe and talk about the health problems and accidents.Learn to give others some right advice according to their problems.能力目标：students can talk about health problems and give advice with the language points.情感目标：learn to care more about their health.教师活动环节First have a dictation of the new words learned yesterday.Tell them they'll continue to learn how to talk about health problems and give advice .小标导J 审Ask the students to guess what 's the matter with the students in 2a .Then try to find the advice to differentproblems .Get them to translate the phrases . G 主探Play the recording and get them to finish 2a and 2b .Ask them to make conversations according to the listening material .1A作助 1审鬻What' s the matter? I have a…”and give advice by using“should” .教学难点Learn to talk about healthproblems and to give advice .课型听说课时 2学生活动个性修改Have a dictation of the new wordslearned yesterday.Go over the points learned yesterday .Guess what 's the matter with the studentsin 2a and write down .Find the advice to different problems .Translate the phrases .Finish 2a and 2b .Make conversations according to thelistening material .学生课堂学习情况反馈教学反思学科英语课题《unitl 2d , 4b》主备人：年级：__八学标教目知识目标：Learn to give others some right advice according to their problems.能力目标：Enable students to talk about health problems and give advice with the language points.情感目标：Students care more about themselves and their family members ' health.教师活动环节Tell them that they'll continue to learn how totalk about health problems and give advice.Today they'll learn a conversation and talkabout health problems.标1导刘Ask the students to read the dialogue bythemselves , underline the new words and thewords they don't know.Get them to answer the questions given by the teachers. G 主探Get them to work together and find out theanswers according to the conversation. Then role play the conversations. A作助旧教学重点Learn to talk about healthproblems by using “What' s thematter? I have a …” and giveadvice by using “should”.教学难点Learn to give appropriate adviceto the certain health problems.课型听说课时 3学生活动个性修改Continue to learn how to talk abouthealth problems and give advice.Learn a conversation and talk about health problems.Read the dialogue by themselves ,underline the new words and the wordsthey don't know.Answer the questions given by theteachers.work together and find out the answersaccording to the conversation.Then role play the conversations.学生课堂学习情况反馈教学反思学科英语课题《unit 1 grammar-4b》主备人：年级：_八学科英语课题《unitl section B 1a- 1c》主备人：年级：_八教学资源（含自编习题、阅读文章、听力资料、知识链接等）学科英语课题《unitl section B 2b-2e》主备人：_年级：_八学科英语课题《unitl self check》主备人：_年级：_八__。
人教版八年级英语下册Unit1SectionA(2d3c)教学设计
（一）教学重难点
1.重点：本节课的重点在于使学生掌握一般现在时和一般过去时的用法，以及运用目标词汇和句型进行观点表达。
难点：听力部分中，学生对快速听力材料中的细节信息捕捉能力不足；写作部分，学生在文章结构、逻辑性和语言准确性方面存在困难。
2.教学难点突破策略：
（1）针对听力难点，通过设计不同难度的听力任务，逐步提高学生的听力水平。同时，教授学生听力策略，如预测、关键词定位等，提高他们对细节信息的捕捉能力。
2.讨论话题：My dream/ goal and how I plan to achieve it.（我的梦想/目标以及我打算如何实现它。）
3.教师指导：教师巡回指导，关注每个小组的讨论情况，适时给予提示和帮助。
4.小组展示：各小组向全班展示讨论成果，其他同学认真倾听，学习借鉴。
（四）课堂练习
1.教学活动设计：设计不同类型的练习题，帮助学生巩固所学知识。
3.学生回答：鼓励学生用英语表达自己的观点，激活已有知识，为新课学习做好铺垫。
4.教师总结：教师总结学生的回答，引出本节课的主题——谈论目标与梦想。
（二）讲授新知
1.教学活动设计：教师结合课文内容，讲解一般现在时和一般过去时的用法，以及目标词汇和句型。
2.语法讲解：通过示例句、图表等方式，帮助学生理解并掌握两种时态的用法。
3.能够理解并运用课文中的重点句型，如"I think/ believe that…", "It's important for sb to do sth…"等，进行观点阐述和讨论。
4.提高听力理解能力，能够准确抓住对话和短文中的关键信息，进行推理判断。
5.提高阅读理解能力，通过阅读课文和相关材料，掌握文章的主旨大意，理解作者的观点和态度。
人教版八年级英语下册Unit1单元教学设计
（二）过程与方法
在本章节的教学过程中，教师将采用以下方法引导学生学习：
1.通过小组合作、讨论和分享，培养学生主动参与、积极思考的学习习惯。
2.利用多媒体教学资源，如图片、视频等，激发学生的学习兴趣和想象力。
3.设计丰富的课堂活动，如角色扮演、情景对话等，让学生在实际语境中运用目标语言。
八年级的学生已具备一定的英语基础，掌握了基本的语法知识和词汇量，但在实际运用中仍存在一些问题。他们对于描述人物特征、情感态度等方面的表达还不够自信，需要进一步巩固和拓展。此外，学生在面对新的学习挑战时，可能存在畏惧心理，缺乏自信和勇气。
在本章节的学习中，学生可能面临以下困难：
1.生词、短语和句型的掌握程度不够，影响口语交流和写作表达。
-每组围绕话题展开讨论，运用本节课所学的生词、短语和句型进行人物描述。
2.教学目的：
-培养学生的团队合作精神和沟通能力。
-让学生在实际运用中巩固和拓展所学知识。（四 Nhomakorabea课堂练习
1.教学活动设计：
-设计填空、选择、改错等练习题，让学生完成并进行互评。
-安排口语练习，如角色扮演、情景对话等，检测学生对目标语言的掌握程度。
2.在实际语境中，难以灵活运用一般现在时和现在进行时描述人物和动作。
3.部分学生对自我认知和情感表达存在困惑，需要引导和鼓励。
为了帮助学生克服这些困难，教师应关注以下几点：
1.创设生动、有趣的课堂氛围，激发学生的学习兴趣和积极性。
2.采取分层教学，针对不同学生的需求进行个性化指导，提高他们的自信心。
2.教学过程：
-通过PPT展示生词、短语和句型，让学生跟读并模仿。
人教版八年级英语下册-Unit1-教案
人教版八年级英语下册-Unit1-教案教学目标- 学生能够掌握并正确运用本单元的词汇和短语。
- 学生能够熟练运用本单元所学的句型进行口语表达。
- 学生能够通过阅读和听力理解本单元的相关话题。
- 学生能够参与到小组讨论和角色扮演的活动中，进一步提高口语交流能力。
教学内容一、词汇本单元重点词汇和短语包括：environmental, influence, pollution, reduce, recycle, waste, energy, natural resources, electric, appliance等。
二、语法本单元主要研究以下句型：1. It's important to + 动词。
例如：It's important to protect the environment.2. What should/could we do to + 动词？例如：What should we do to reduce pollution?三、听说读写通过听力活动和阅读材料，让学生了解有关环境保护的知识，并提高他们的听说读写能力。
四、口语交流组织小组讨论和角色扮演的活动，让学生通过对话的方式进行口语练，提高他们的口语交流能力。
五、拓展活动邀请环保专家或相关领域的人士来学校进行讲座，让学生进一步了解环保知识，并激发他们保护环境的意识和行动。
教学步骤第一课时1. 导入新课，介绍本单元的话题。
2. 学生听音，跟读词汇和短语。
3. 听力练，让学生根据听到的对话内容选择正确的图片。
4. 提出问题，让学生讨论并说出不同的解决办法。
第二课时1. 复上节课的内容，让学生回顾所学的词汇和句型。
2. 阅读活动，让学生阅读课文，并回答相关问题。
3. 角色扮演，让学生根据课文中的对话内容进行角色扮演。
第三课时1. 复上节课的内容，进行口头测试，检查学生对所学内容的掌握情况。
2. 小组讨论，让学生分组讨论如何保护环境，并给出建议。
人教版2018八年级英语下册第一单元学案
人教版2018八年级英语下册第一单元学案人教版2018八年级英语下册第一单元学案Unit 1 Will people have robots?A一、教师寄语：Confidurselad to su自信是走向成功的第一步。
二、学习目标：wledge goals（知识目标）1.Wordsphrases: robot, paper, less, fewer, will, polluTarget language: Will people …?will/Nwon’There will be…Grammar:1．学习并掌握will 构成的一般将来时态的陈述句、否定句、疑问句及回答.2. 学习并掌握There be 句型的一般将来时lwer 的用法.Ability goals（能力目标）：用一般过去时、一般现在时和一般将来时谈论过去、现在和将来发生的事情。
(1)-- Will there be less pollution?--Nwon’t.There will bllu--Will there be few? --will.Kids won’t glds will study augoals(情感目标):1.通过本课的学习，对未来进行预测。
2.让学生在学习中学会交流、合作，体验学习成就感。
三、教学重难点◆重点由will构成的一般将来时态的句式。
◆难点less,fewer的用法。
2.there be 句式的一般将来时态there will be…四、学习过程1、预习导学及自测A.英汉互译1.污染_________2.空闲时间______________uters___________udy at home______5.in 100 years____________6. be free_________B.用more，less，fewer填空：1.There will be ________________（更多的建筑）in 50 yea2.The students will have _______________（更少的家庭作业）to dThere will be ________________（更少的污染）．Kids will have ________________（更少的计算机）laThere will be ________________（更多的图书馆）There will be ________________（更少的树）a2、语法小结：一般将来时1)一般将来时由“助动词will+动词原形”构成，表示将来某个时间要发生的动作或存在的状态，常与表示将来的时间状语连用，如：w，next week，next year，uture等。
人教版八年级英语下册Unit1SectionA(1a2d)教学设计
a.教师发放练习题，包括填空、选择、连线等题型。
b.学生独立完成练习题，教师巡回指导。
c.教师对练习题进行讲解，帮助学生巩固所学知识。
d.学生进行互评，共同提高。
（五）总结归纳
1.教学活动设计：教师对本节课的学习内容进行总结，帮助学生巩固所学知识。
2.教学步骤：
a.教师引导学生回顾本节课所学的旅行词汇和一般将来时态。
6.教学评价设想：采用多元化的评价方式，包括课堂参与度、小组合作表现、听力测试成绩、写作作业质量等，全面评估学生的学习效果。
四、教学内容与过程
（一）导入新课
1.教学活动设计：教师以一个关于旅行的故事引入新课，激发学生的兴趣。故事中涉及本节课将要学习的旅行相关词汇，如"schedule", "plane", "train"等。
2.教学步骤：
a.教师讲述一个有趣的旅行故事，引导学生关注故事中的旅行词汇。
b.学生听故事后，教师提出与故事相关的旅行问题，让学生进行思考。
c.教师通过提问，引导学生回顾已学的旅行相关词汇，为新课的学习做好铺垫。
（二）讲授新知
1.教学活动设计：教师通过多媒体课件、实物展示等方式，讲授本节课的新词汇和一般将来时态。
-教学活动设想：设计一个“未来旅行计划”的角色扮演活动，让学生模拟在旅行社预订旅行，练习使用将来时态询问和描述旅行细节。
3.针对听力难点，设计不同难度的听力练习，逐步提升学生的听力水平。同时，教授听力策略，如预测、关键词定位等，帮助学生更好地理解听力材料。
-教学活动设想：设置“听力挑战”环节，逐步增加听力材料的难度，并提供听力策略的指导，让学生在挑战中提升听力技巧。
2.教学步骤：
人教版八年级下册第一单元英语Unit1-第一课时教学设计
课时教学设计首页教学流程教师导学Play a video about Argentina winning the World Cup final.T: Do you know why they get a big success at FIFA World Cup Qatar 2022?T: Let’s watch a video to know more about our bodies!Guide Ss to know the words about body parts. Provide a game and some exercises.1. We look with our _____.2. We listen with our _____.3. We smell with our_____.4. We walk with our _____. T: There was something wrong with Peter. What’s the matter?learn different health problems Read the conversations afterPresent some pictures and elicit Ss to give more different problems in English.E.g. have a coldhave a sore throathave a headachecut myself by accidentT plays the recording for the first time and let Ss number the names.T plays the recording for the second time and let Ss match the reasons and the pictures.(A chart can be provided, including names, problems and reasons.)Provide some listening strategies.T: As a doctor, I need to give some advice to patients.Let Ss to look at 2a and the picture on Page 2 and ask some questions to help them make a prediction before listening.T can give Ss opportunities to show their answers with a whole sentence.Listen for the second time , some Ss show their answerswith a whole sentence.Make conversations with their partners.Step 5. Role-play.(2d) Read the conversation in roles between Mandy and Lisa.Some pairs to come to the front and act out their own conversations or role—play the conversation only.Practice several times. Divide the Ss into 3 groups, recite the conversation in 1 minute.Step 6. Conclusion. HEAlTH: Happy Excise Activity Love ThinkStep7. Exercises.T: In Picture 1, she has a cough and sore throat, what should she do?Show the 5 pictures on PPT, and give the phrases of treatment on the right, encourage Ss to give some other reasonable treatments .Play the recording for Ss to listen and repeat.Encourage Ss to read the conversation alone and find out the answers to the following questions:Q1: What’s the matter with Lisa? Q2: What did Lisa do on the weekend?Q3: What’s Mandy’sadvice?/What should Lisa do?Guide Ss to memorize some patterns in the conversation.e.g. Are you OK?What should I do?It doesn’t sound like...That’s probably why.can’t move my necktake breaks away from the computersit in the same way for too long without movingT: Health is so important. Please remember: an apple a day keeps the doctor away!Step8. Summary.Make a summary with the students.课时达标检测第页课时教学设计尾页第页。
人教版英语八年级下册Unit1SectionA(1a2d)教学设计
3.能够理解和运用本章节所学的目标句型，如：“What do you do?”, “I am proud of you.”, “It takes a lot of practice.”等，进行真实场景的对话。
4.提高听力技能，能够理解并获取对话中的关键信息，如：人物、地点、事件等。
3.设计丰富的课堂活动，如听力训练、阅读理解、词汇游戏等，帮助学生巩固所学知识，提高综合语言运用能力。
4.引导学生进行自主学习和合作学习，培养他们发现问题、解决问题的能力。
5.鼓励学生积极参与课堂讨论，提高他们的思维品质和表达能力。
（三）情感态度与价值观
在本章节的教学中，学生将培养以下情感态度与价值观：
1.培养学生的自信心，让他们在英语学习中敢于表达、勇于尝试。
2.培养学生的合作精神，让他们在小组活动中学会互相尊重、互相帮助。
3.培养学生的坚持精神，让他们认识到学习英语需要持之以恒、不断努力。
4.培养学生的积极心态，让他们在面对困难时保持乐观、勇于挑战。
5.培养学生的国际视野，让他们了解不同国家的文化，尊重并欣赏他人的优点。
-语法：一般现在时和现在进行时。
-句型：What do you do? I am proud of you. It takes a lot of practice.
2.教学过程：
-通过例句、情境和图片，展示词汇和语法知识。
-引导学生用一般现在时和现在进行时描述正在进行的动作或状态。
-操练句型，进行师生互动、生生互动。
-制作词汇卡片，注明单词的音标、词性和例句。
5.家庭作业：
-家长协助孩子完成一次家庭采访活动，采访对象为家庭成员或亲朋好友，了解他们的成功经历和努力过程。
人教版八年级英语下册Unit1学案（教师版）
⼈教版⼋年级英语下册Unit1学案（教师版）Unit 1学⽣通过本讲学习，能够掌握本单元的重点词汇句型，并在综合能⼒上有⼀定的拓展。
1.matter的⽤法（1）名词：事情，问题What’s the matter? =what’s wrong (with you)? =what’s the trouble怎么啦？出什么事啦？（2）动词：有重⼤影响，有重要性如：What does it matter?2.疾病的表达法have a cold/a fever/ a toothache/ a stomachache3.take 的固定搭配take one’s temperature/ take breaks/ take risks/take some medicine/take off/ take care of/take away 4.surprise的⽤法1.做名词：to one’s surprise 使。
惊讶的，出乎。
意料2.做动词：surprise sb使某⼈吃惊3.做形容词：surprising, surprised的⽤法5.get的⽤法get off下车/get on上车/get into陷⼊，参与6.be used to sth/doing sth 习惯于做某事be used to do sth 被⽤作去做某事used to do sth 习惯于做某事7.out of的固定搭配look out of 向。
外看/ get out of从。
出来/ run out of⽤光1. --- I'm afraid no one will agree with you. --- I don't think it .A. mattersB. mindsC. worksD. takes2. --- You'd better hurry. We'll be late for the plane.--- Don't worry. The plane will in two hours.A. take outB. take awayC. take off3. --- Why not tell her the good news right now? --- Oh, no. I want to her.A. surpriseB. callC. findD. help4. As soon as he the bus, the poor man realized he had left his wallet on it.A. got onB. got offC. got toD. got in5. Her mother is used to a rest after lunch.A. hasB. haveC. hadD. having解析：1. 本题题意要表达是“我认为它没有关系”故选A2. 此题考的是固定搭配的辨析。
人教八年级下册英语Unit1教学设计
（二）讲授新知
1.教学内容：讲解一般过去时和现在完成时的用法，通过例句展示两种时态的区别，如“Last week, I visited my grandparents.”（一般过去时）与“I have visited my grandparents this week.”（现在完成时）。
6.写作指导：结合本单元的话题，指导学生进行写作练习，要求他们运用所学时态和词汇描述过去与现在的变化。关注学生的写作过程，给予及时反馈和指导。
7.评价与反馈：采用多元化的评价方式，如学生自评、同伴互评、教师评价等，关注学生在知识掌握、技能提升和情感态度等方面的表现。鼓励学生积极参与，提高自信心。
四、教学内容与过程
2.学习并运用一般过去时和现在完成时来描述过去和现在的变化，掌握时态的用法，提高语言表达能力。
3.学会使用while, because, however等连词进行句子连接，使文章表达更连贯。
4.通过听力、口语、阅读和写作等活动，提高学生的英语综合运用能力。
（二）过程与方法
1.采用任务型教学法，设计丰富多样的课堂活动，如小组讨论、角色扮演、采访等，激发学生的参与热情，提高课堂互动。
3.教学反馈：根据学生的练习情况，给予针对性的指导和建议，提高学生的语法水平。
（五）总结归纳
1.教学内容：教师带领学生回顾本节课的重点知识，总结一般过去时和现在完成时的用法及区别。
2.学生反馈：学生分享学习心得，提出疑问，教师解答。
3.教学总结：强调本节课的情感态度与价值观，教育学生珍惜现在，感恩过去，关注未来。
人教八年级下册英语Unit1教学设计
一、教学目标
（一）知识与技能
人教版八年级英语下册unit 1 学案
新人教版八年级英语下册unit 1 学案学习目标：1、根据音标正确认读词汇matter — herself。
重点练习发音有难度的单词，如：stomachache，throat ，toothache，headache，passager，trouble等2、掌握新单词的词形转换，如：ache表疾病的表达方式，lie，hurt等重点动词，herself 反身代词。
3、学习学生病痛的不同表达法。
学习过程任务一：1.跟读Unit1部分单词matter — herself2..读准Unit1单词的发音，明确词意。
重点练习读不准的单词，如：delete, housewarming, headmaster任务二：1.完成下列各题1. What’s the matter (with you)?（汉译）)____________________________________同义句：W hat’s/ / with ./ sth.?2. I had a cold.我感冒了。
have a cold=catch a cold=have the fluhave a fever have a cough________________have a stomachache___________________ have a toothache__________________have a headache___________________3. lie down躺下，lie(汉译)____________，过去式_________；lie(汉译)_____，过去式lied4. trouble问题，麻烦；be in trouble ，make trouble ，have trouble (in) doing sth. =have difficulties (in) doing sth5. hurt (汉译)______________，三单________________过去式______________知识梳理：归纳本节课所学习的重点单词用法。
2018春期人教版英语八年级下册教案：unit1 section A-1
Unit 1 Section A-1Class Type Listening, reading and speakingObjectives 1.To learn to use have for talking about health problems.2.To learn uses of Modal should/shouldn’t.Key structure What’s the matter?I have a headache.Difficulties How to use have for talking about health problems.Vocabulary head, nose, eye, ear, tooth, neck, stomach, back, leg, arm, foot, throat, thirsty …have a cold,lie down, drink lots of waterPeriod 1ProcedureLead-in Name the parts of the body by pictures.Step 1 Read a chant about the body.Step 2 Enjoy a song.Step 3 Play a game. Say and draw the part of body.Step 4 Activity 1a.Let Ss to look at the picture and write the correct letter[a-m] for each part of the body.Step 5 Judge their problems based on every picture.Step 6 Activity 1b.Listen and look at the picture. Then number the names[1-5].Step 7 Act it out with their partner.Step 8 Listen again and complete the table.Step 9 Activity 1c.Pair works.Make conversations according to pictures.Step 10 Think how to give advice if somebody is ill and give examples by using pictures.Step 11 Activity 2a.Let Ss to listen and number the pictures [1-5] in the orderthey hear them.Step 12 Activity 2b.Listen again and match the problems with the advice.Step 13 Activity 2c.Make conversations using the information in 2a and 2b. Step 14 Activity 2d.Role-play the conversation.Step 15 Language points: explain the key words and phrases in section A-1.。
2018年人教版新目标初二英语下册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，。
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人教版2018八年级英语下册第一单元学案Unit1willpeoplehaverobots?SectionA一、教师寄语：confidenceinyourselfisthefirststepontheroadtosucces s.自信是走向成功的第一步。
二、学习目标：knowledgegoals（知识目标）.words&phrases:robot,paper,less,fewer,will, pollution,etc.Targetlanguage:willpeople…?yes,theywill/No,theywon’t.Therewillbe…Grammar:．学习并掌握will构成的一般将来时态的陈述句、否定句、疑问句及回答.2.学习并掌握Therebe句型的一般将来时.3.more,less,fewer的用法.Abilitygoals（能力目标）：用一般过去时、一般现在时和一般将来时谈论过去、现在和将来发生的事情。
--willtherebelesspollution?--No,therewon’t.Therewillbemorepollution.--willtherebefewertrees?--yes,therewill.kidswon’tgotoschool.kidswillstudyathomeoncomputers.Emotiongoals:.通过本课的学习，对未来进行预测。
2.让学生在学习中学会交流、合作，体验学习成就感。
三、教学重难点◆重点由will构成的一般将来时态的句式。
◆难点1.more,less,fewer的用法。
2.therebe句式的一般将来时态therewillbe…四、学习过程、预习导学及自测A.英汉互译.污染_________2.空闲时间______________3.oncomputers___________4.studyathome______5.in100years____________6.befree _________B.用more，less，fewer填空：.Therewillbe________________（更多的建筑）in50years.2.Thestudentswillhave_______________（更少的家庭作业）todo.3.Therewillbe________________（更少的污染）here.4．kidswillhave________________（更少的计算机）intheirclassroom.5.Therewillbe________________（更多的图书馆）inthiscity.6.Therewillbe________________（更少的树）inthepark.2、语法小结：一般将来时)一般将来时由“助动词will+动词原形”构成，表示将来某个时间要发生的动作或存在的状态，常与表示将来的时间状语连用，如：tomorrow，nextweek，nextyear，inthefuture等。
例如：（1）wewillcometoseeyounextweek.（2）--willpeopleusemoneyin100years?--yes,thetwill./--No,theywon’t.（3）Howwilltheworldbedifferentinthefuture?2)用bedoing表示将来：主要意义是表示按计划、安排即将发生的动作，常用于位置转移的动词。
如：go,come,leave,arrive等，也可用于其他动作动词。
wearehavingfishfordinner.wearemovingtoadifferenthotelthedayaftertomorrow.这种用法通常带有表示将来的时间状语，如果不带时间状语，则根据上下文可表示最近即将发生的动作。
A:whereareyougoing?B:Iamgoingforawalk.Areyoucomingwithme?A:yes,Iamjustcoming.waitforme.3)用begoingtodo表示将来：主要意义，一是表示“意图”，即打算在最近的将来或将来进行某事。
Areyougoingtopostthatletter?Howlongishegoingtostayhere?3、自主探究你能发现下面的亮点吗？Doyouthinktherewillberobotsinpeople’shomes？此句是一含宾语从句的主从复合句，Doyouthink…是主句，therewillbe…是宾语从句。
Doyouthink…?答语一般为：yes,Ithinkso.或No,Idon’tthinkso.有时doyouthink作为插入语，放在特殊疑问词后，该疑问句的其他部分应为陈述语气。
a.你认为十年后你会干什么？________________________________?b.Ithink:我认为每家都会有个机器人。
_______________________c.Idon’tthink:我认为将来孩子们不会去上学。
_______Therebe句型：①构成：肯定句：Therebe+某人/某物+地点/否定句：Therebe+not,some改any,/一般疑问句;be提前，some改any②therebe接词要运用就近原则.a.There____abookandtworulersonthedesk.b.There____tworulersandabookonthedesk.③Therebe句型有时态的变化a.一般现在时：Thereis/are…b.一般过去时：Therewas/were…c.一般将来时：Therewillbe…/Thereis/aregoingtobe…⑶Bookswillonlybeoncomputers,notonpaper.书只会在电脑上，而不会在纸上。
①papern.纸；纸张，是不可数名词。
表示“一张纸”用apieceofpaper;“两张纸”用twopiecesofpaper。
桌子上有一张纸。
__________________________________.②papern.试卷，作可数名词，有复数形式。
我丢了一份历史试卷。
_________________________________.⑷Therewillbefewerpeople.将有更少的人。
①本句是含有therebe句型的一般将来时的简单句。
结构为：Therewillbe+主语+其他。
其否定形式是在will后加not；疑问句形式是把will 提到there前。
简略肯定回答：yes,therewill.简略否定回答：No,therewon’t.a.将没有足够的给人住的空间。
________________________.b.世界上将有更少的动吗??②feweradj.较少的；更少的，修饰可数名词的复数Ihavefewerfriends.我有更少的朋友。
fewer,less和morefewer较少的；更少的，few的比较级，修饰可数名词复数我朋友比我的苹果少。
__________________________________.less较少的；更少的，little的比较级，修饰不可数名词我钱包里的钱更少了。
____________________________________.more更多的，many和much的比较级，可修饰可数名词，也可修饰不可数名词。
瓶子里的水更多了。
______________________________.我们有更多的挑战。
____________________________________.注意：few和little表示否定，意为“几乎没有”；afew,alittle表示肯定，意为“有一点儿”。
可别混淆哦！⑸whatdoyouthinkSallywillbeinfiveyears?你认为萨利五年后将会做什么？①doyouthink在句中通常被认为是用作插入语，意思是“你认为”，它后面的部分通常用陈述句语序。
插入语一般是对一句话做适当的附加解释，如将其去掉，对整个句子来说，并无大影响。
whatdoyouthinktheTVinthefuturewillbe?你认为未来的电视会什么样？例题：whendoyouthink______back?A.willshebeB.beshewillc.shewillbeD.willshebe点拨：doyouthink用作插入语，它后面的部分通常用陈述句语序。
答案：c②infiveyears五年后，提问“in+时间段”时用特殊疑问词howsoon或when。
—Howsoon/whenwilltheyreturn?他们多久/什么时候返回？—Inthreeweeks.三周后。
in是指以现在时间为起点的“在一段时间以后”，也可以表示“在将来多少时间之内”，句中的谓语动词要用一般将来时态。
after常常指以过去时间为起点的“在一段时间之后”，所以它与过去时态连用。
当after指某个特定的未来时刻或日期之后，或指以将来某一时间为起点的若干时间之后时，它可以与将来时态连用。
如：HestartedonSundayandarrivedinBeijingafterthreedays.他星期天动身，3天之后到达北京。
I’llbefreeafterFriday.我星期五之后有空。
a.他两天以后回来。
__________________________________.b.我能一小时以内完成作业。
______________________________.4、合作交流Step13a.TalkaboutSally.LookatthepicturesofSallyandfillin theblanks.Step2Pairwork:3b5、拓展创新Step1writeaboutyourself.Step2Groupwork（六人一组）:畅想未来whatdoyouthinkourcitywillbelike?Discussingroupsandw riteaboutit.至少六条，youcanusetherewill……….therewon’tbe……….6、典型例题解析例题1、Thereissome____inyourdrawer.youcancorrectthemistake sinyour__.A.paper;paperB.papers;papersc.paper;apaperD.papers;paper点拨：根据前半句的谓语动词is可知空格处用paper，意为“纸”；后半句句意为“你可以改正试卷中的错误”，作“试卷”讲，paper是可数名词，在本题中可用单数也可用复数；your是形容词性物主代词，不可再接冠词。